Phase 4
Why Phase 4?
Learning to Learn in Schools Phase 3 has been successful in demonstrating that learning to learn approaches can support development in schools, the professional learning of teachers and the development of students’ understanding of their learning. However it has also raised some important questions about the role of enquiry in learning and how schools can be supported in undertaking this through networks and the support of Higher Education Institutions. There are some indications of differential impact of different Learning to Learn approaches which also needs to be investigated further.20’. We believe that Leaning to Learn offers a route to personalising learning through developing pupils' knowledge and understanding of their own learning and by involving families. The achievement of progress in the curriculum leading to success in tests, examinations and qualifications is clearly essential, but so is the development of learners who understand their own learning and who are motivated to continue to learn outside of and beyond formal schooling. Learning to Learn has also been identified by the Gilbert Review as key to personalisation.
In addition to this the Every Child Matters agenda requires all agencies that deal with children and families to treat childrens’ wellbeing in a holistic way in the context of their broader lives and not in separate ‘silos’. The Campaign’s Learning to Learn demonstrates through its findings and in the detail of its case studies how every individual child’s potential can be developed and links made to families, communities and the world of work.
To facilitate policy becoming practice by 2020 it is important that a fourth phase is undertaken. As scaling up learning to learn within a school was a key challenge of Phase 3, how will teachers cope with the challenge of implementing personalised learning/learning to learn in every school in the country? Phase 4 intends on examining the issue of spreading learning to learn into new schools.
Aims of Phase 4
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To develop understanding of progression in learning to learn – knowledge, skills, dispositions and the development of learners’ autonomy;
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To investigate issues in both scaling up and sustaining Learning to Learn as a development approach in schools (drawing in new schools to the existing network);
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To further understand the role of enquiry in teachers’ and pupils’ learning;
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To develop the role of an Higher Education Institution as a co-learner in this process and supporting schools in networks;
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To look at the potential influence of the family and the community on the development of pupils as lifelong learners; and
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To look at the relative importance of different learning to learn approaches in raising standards.
Key research themes
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Engaging in and with research: there is a range of information about existing research and knowledge about teaching and learning which teachers can engage with and apply to their own professional context; the individual action research projects which the teachers undertake also contribute to this knowledge base
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Developing a language for learning: through collaborative learning approaches and the development of more effective feedback in lessons, pedagogical tools for learning and enquiry and investigating its impact on attainment, attitudes and autonomy
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Innovation and change: Comparison of new L2L schools with Phase 3 schools – teacher and student views; learning biographies; students’ metacognitive knowledge and skills; the role of tools in enquiry; impact on attainment and achievement - looking at replicability and transferability of research findings
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Exploring the role of technology: in supporting learning through enquiry, particularly to support reflection and action (e.g. use of video; weblogs; podcasting; e-portfolios) of students, teachers and researchers
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The world beyond the school gate: exploration of how better relationships with parents can be developed; how communication about children’s learning can be increased; potential benefits of home/school partnerships
Phase 4 will be evaluated by a research team from the Centre for Learning and Teaching at the University of Newcastle using a similar methodology to Phase 3. The research framework will again by the 5Rs, which has been updated since Phase 3.