Independent learners enjoying success in Learning Support lessons

Developing independence in learning – before and after

During learning support lessons, we make it a priority to promote opportunities to apply and appreciate independent practice. To achieve this core mission of effective learning, these are some of the ways that have shown success: supporting learners manage learning space, allow learners to comment about the learning intention and success criteria, giving learners opportunities to demonstrate their learning, involve learners in self-marking of tasks and do corrections, prompting them to identify next steps in their learning, coming up with ‘task completion plans’, using self-made checklists to interrogate their learning among other ways.

It is our collective responsibility to support learners to develop self-direction as a tool for learning and shun ‘negative independence’ which is a way of showing less effort, low interest, avoidance tactics, and responsibility in learning. Some of the students in learning support were asked to compare their state of independence between now and before – when we started focusing on independence in learning support and this is what they had to say:

Kevin (Year 7): “Before, I used to depend on my friends but now I can read instructions and read through my work.”

Poul (Year 10): “Before, I used to always depend on someone to help me but now I am able to do more independent work, especially homework

Denis (Year 7): “Before, I used to ask many questions about the meaning of the work but now I can read and do my tasks.”

Ayaan (Year 9): “Before, I used to ask for help a lot, especially in reading but now I can read, think about the tasks and questions alone.”