Independent learning is often seen as the holy grail of education. As a teacher, it is hugely rewarding when a pupil takes the initiative to read or research beyond the curriculum simply because they feel motivated to do so. But school life is busy, and our girls cannot always prioritise learning for learning’s sake.
So, what are the keys to encouraging independent learning? I gathered a group of girls whose teachers had told me they were becoming great examples of independent learners.
We began by clarifying what independent learning is not. It is not simply working on your own without any supervision. It does not necessarily mean less teacher guidance; rather, it means receiving specific, smart guidance with independence as an end-goal. And it certainly does not mean using technology without a clear sense of focus and direction.
Independent learning in the Sixth Form
Two Sixth Formers – both called Louisa – felt that at GCSE, there is so much material to get through that there isn’t the time or opportunity to look beyond the academic curriculum. Louisa A, who is now studying English Literature, Biology and Chemistry at A Level and hopes to progress on to medical school, said: “GCSEs helped me with self-discipline and being able to prioritise. But those skills are pretty much taken for granted at A Level: now we can take charge of our own learning with the bonus that we have selected subjects we want to study.”
Louisa B, who is taking A Levels in German, Spanish and English Literature, pointed out that the ability to critique yourself is a key part of being an independent learner. “I feel I am getting better at assessing my own progress. But this is, in part, a result of a genuine desire to learn more.”
This desire is fuelled, in part, by focusing on subjects that are of genuine interest. A strong teacher-pupil relationship is also key. It was clear, too, how important other aspects of school life had been to both Louisas in their journeys towards independent learning.
“When I was younger, I definitely identified some role models in the years above me. I remember listening to the Global Ambassadors talking about current events during assemblies and thinking that I would like to do that one day,” said Louisa B.
Louisa A added: “It definitely helps younger girls to see behaviour modelled by the older pupils. There is a culture of academic aspiration in the school. Many Sixth Form girls hold leadership positions and run school societies, and I think that does inspire younger girls to aim high and get involved.”
Independent learning in Upper School
Sophia, a Lower Fifth pupil, talked about the academic mentoring scheme within the Houses. “It’s a good idea because you get to talk to older students and to see how you can develop as a student and a person. My mentor is in the Lower Sixth and she helps me by explaining things and sharing some of the notes she made when she was my age.”
Sophia touched on how older pupils can help with another important element of independent learning – metacognition. “Talking to other pupils about how they learn best helps me to understand how my own mind works and how I can improve the way I learn.”
Isadora, a Lower Fifth pupil and an academic scholar, said that she had enjoyed the Elective Programme because it enabled her to explore areas outside the curriculum. “It was really interesting: I loved Mr Breeze’s course on ‘The Power of China’. I don’t think it really counts as independent learning because I wasn’t really directing the learning myself, but it definitely broadened my knowledge and my mind.”
Expert Voices
Dr Andy Atherton, an English teacher and Downe House’s Director of Research and Academic Enrichment, explained how the Elective Programme has helped to enhance the academic spirit of the school. “The Electives are an opportunity for our teachers to model their own academic interests and enthusiasms outside the conventional classroom. Our pupils get to witness how animated they are by their subjects and this is infectious. Listening to Mrs Henson talking about how mathematics has helped us to navigate the globe, or to Dr Jones as he explains the chemistry behind every day objects – to give just two examples – is eye-opening for the girls. It’s very important for our girls to see that learning isn’t just for exams – it’s an enjoyable, lifelong process that provides ongoing intellectual nourishment.”
Ms Maria Reichardt, our Head of Academic Scholars and a Teacher of French, said that the school’s super-curricular programme, which includes a wide range teacher-led and pupil-led societies and activities, helps the girls to see how they can become better versions of themselves. “These opportunities help them to see intellectual endeavours in a similar light to physical ones: if you want to run a marathon, you don’t do it straight away; rather, you work at it gradually and improve over time.”
Mr Matt Godfrey
godfreym@downehouse.net
