1. Developing independent learning in students
Eduqas Sponsored Lecture
Developing independent learning in students
Bob Digby

2. Today’s focus Explore the meaning of ‘independent learning’
Consider the role of the teacher in independent learning
Focus on independent learning and student fieldwork at GCSE and A level – with a particular focus on the A level Individual Investigation (NEA).

3. 1 Defining ‘independent learning’

4. Exploring the meaning of ‘independent learning’
From ‘Creative Education’:
“Independent learning is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation”.
Source:
Implies that it is more than just the Individual Investigation at A level
An approach to learning rather than a ‘job to be done’.
By promoting independent learning we:
encourage and enable students to become self-directed in learning
bring greater autonomy and control over learning.

5. Independent learning and students
Student engagement in:
making decisions (individually or collaboratively) about what to study
researching, finding and collecting information
designing, and carrying out investigations or enquiries
developing study skills which use ICT or VLEs
working at home as well as in school.

6. An enquiry-based curriculum
A means of focusing learning upon questions, not content
Enquiry approaches vary from investigations that are guided by teachers to those in which there is more student self-direction.
Amount of teacher direction
The amount of teacher
direction can vary between
topics, or between lessons
Strongly
teacher-directed
Some
teacher-direction
Strongly
student-directed

7. 2 The role of the teacher

8. What does independent learning involve?
“True independent learning unshackles the learner from being tied down to very specific learning experiences and will allow them to direct themselves a lot more in determining exactly what they will learn about and how.”
Source:
The teacher places less focus on learning facts related to case studies, and more emphasis on questioning and discussion which leads to
interpretation
analysis
appraisal
making decisions
justification.
Most of these are significant AO3 skills in the new GCSEs and AO2 in the A levels

9. Three models of enquiry
Closed
Framed
Independent
Question
A task is presented. Questions are not explicit.
Enquiry questions are selected by teacher but are explicit.
Students decide enquiry questions, framed by teacher.
Data
Decisions about data and learning process made by teachers. Data are given as authoritative.
Decisions about data and the learning process made mostly by teachers. Data given as information to be interpreted.
Students are involved in key decisions about data and learning process; i.e. the teacher still plays a vital role
Make sense
Activities devised by teacher to achieve objectives. Students follow instructions.
Ways of representing data are open to discussion and choice. Analysis is independent.
Students analyse evidence independently, make decisions / reach conclusions.
Reflect
Predictable outcomes – what the teacher wanted.
Students discuss what they have learnt; different outcomes, different ideas
Students consider validity /reliability of evidence / data, methods. Teacher structures the process.
Source: Based on Margaret Roberts, ‘Geography through enquiry’, Geographical Association

10. Developing Independence in Enquiry
Assessment Requirements
Develop Skills
Find Out New Things
Theory into Context
Assessment models over recent years have “de-trained” many students in the art of “independent Investigation”.
“Investigations” (e.g. Controlled Assessment) have become more about meeting assessment requirements than about finding meaning and complexity in places and environments.

11. Developing skills for independent enquiry
Making comparisons Applying evidence from known examples to compare likely outcomes in a novel situation Recognising bias Detecting neutrality or vested interests in evidence. Identifying limitations in evidence. Identifying trends/patterns Using current evidence to forecast likely short term scenarios/impacts
Ascribing meaning
Identifying layers of meaning – applying understanding to new situations
Recognising costs and benefits
Weighing the positive and negative impacts. Identifying winners, losers and decision makers
Ranking / prioritising
Deciding on best and better options
Again, these are significant AO3 skills in the new GCSEs and AO2 in the A levels
Source: Andy Owen, Eduqas / WJEC 2016

12. Learning how to justify an argument
Argument is an intellectual process. Contradiction is just the automatic gainsaying of anything the other person says.
No it isn’t
Source of image:

13. Training students in types of argument
Empiricism – using evidence to support a reasoned argument
Scepticism – of claims and opinions held by some stakeholders
Pragmatism – weighing positives against negatives when considering the likely impacts of change.
Probability – considering future scenarios and consequences
These help to prepare students by providing a structure (or scaffold) when they are prepare for an examination
Source: Andy Owen, Eduqas / WJEC 2016

14. Training students in recognising bias
Image source:

15. Support students in developing critical thinking
Reduce the scope of some case studies
Practice skills of evaluation and decision-making
Emphasise the process of learning (How did I learn?) as well as the end product (What did I learn?)
Provide simple scaffolding techniques as safety nets for students who lack confidence
Encourage the use of connectives to extend writing.

16. Summarising the role of the teacher
Still needed as a subject expert!
However, subject expertise supports the teacher as a tutor, not as an imparter of all knowledge or thinking
Assumes that students are capable of research – and seeks to develop their skills in doing so
Seeks to elicit from students interesting questions for enquiry, and that these questions may yield different answers
Encourages students to see the relative value of different geographical sources
Supports students through formative assessment in reasoning and analytical skills – and in thinking beyond.

17. 3 Independent learning and student fieldwork at GCSE and A level

18. The legacy of Controlled Assessment
How much independence?
Source: Bob Digby / Margaret Roberts (2015)

19. A reminder – GCSE fieldwork assessment
understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these
understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement
processing and presenting fieldwork data in various ways including maps, graphs and diagrams
analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories
drawing evidenced conclusions and summaries from fieldwork transcripts and data
reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained
What’s different?

20. A reminder: GCSE fieldwork assessment
understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these
understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement
processing and presenting fieldwork data in various ways including maps, graphs and diagrams
analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories
drawing evidenced conclusions and summaries from fieldwork transcripts and data
reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained
Students must be involved in planning enquiries

21. The challenge for students
Middle ability candidates struggle to make a conceptual leap between theoretical understanding & evidence in the messy data of class or field enquiry – “have I got it right?’
The focus on exam skills and content (and Controlled Assessment) has led to over-structuring – reducing an expectation of critical thinking and evaluating what students have learned.
Enquiry has become a series of tasks based on measurement / recording, and replaced by a focus on exam skills.
The aims of enquiry, an understanding of geographical ideas and the importance of evaluation are often under-valued.

22. Focusing on the NEA
The Geography Fieldwork Investigation (also known as the NEA) is an Independent Investigation, worth 20% of the A level.
It consists of a written investigation of between 3000 and 4000 words.
The focus should be related to the specification – but can be part of the specification that the student has not personally studied.
The investigation must include a significant element of fieldwork – at least 4 days total.

23. Developing independence from AS to GCE
Base Content
Designed to meet requirements of Fieldwork Questions + provide core content of investigation
Exploratory Content
Increased student ownership of enquiry – Planning, Questions, Justification + Methods. Feeds student input into “Base”
Individual Content
Collaboration
Individual Students
Small Group
Whole Class
Teacher-led?
Basic AS: progressing from GCSE
Advanced AS
GCE NEA
… in preparation for…
GCSE Base
Designed to meet requirements of GCSE Fieldwork questions + provide core content of investigative skills

24. Making the NEA ‘Independent’
‘Independent’ in the context of fieldwork does not mean lone working. Students can collect data in groups.
However, students must work independently to come up with their title, contextualise, analyse and report their findings to produce an independent investigation.
Teachers must check titles to ensure that students can access the assessment criteria.
Teachers can teach skills appropriate to the type of study e.g. chi-square, significance testing
Students can work at their own pace, though teachers may decide staged deadlines to assist students in time management

25. Relic from the 2000s? Not allowable now!
Teacher-designed titles from the Shrewsbury area from 2000

26. Models of delivery vs style of fieldwork
Source – Nick Lapthorn, FSC & Geographical Association

27. Roles of teachers and students
Facilitator
Exploring focus (context)
Developing a title / Q
Methodology and sampling
Primary data collection
Data / information presentation
Analysis, explanation and interpretation
Conclusion, evaluation
Reflection
Teacher input
Coach
Instructor
Directed
Collaboration
Independent
Student input
Source – Nick Lapthorn, FSC & Geographical Association

28. GCE – Independent Investigation Controls
“Normal” expectations
7 and 8
Facilitator 5 4 6 3 2
Teacher input
Coach
Exploring focus (context)
Developing a title / Q
Methodology and sampling
Primary data collection
Data / information presentation
Analysis, explanation and interpretation
Conclusion, evaluation
Reflection 1
Instructor
Directed
Collaboration
Independent
Student input
Source – Nick Lapthorn, FSC & Geographical Association

29. Levels of independence: a summary
INVESTIGATION STAGE
LEVEL OF INDEPENDENCE
1. Exploring focus
Collaboration allowed
2. Title and focus of investigation, develop sub-questions, purpose of investigation.
Independent work
3. Devising methodology and sampling framework
4. Primary data collection
5. Secondary data collection (where relevant)
6. Data/information presentation
7. Data analysis and explanation/interpretation
8. Conclusions and evaluation

30. Appropriate secondary sources for this level

31. Finally: some risks and opportunities
The risks
Fieldwork and the Individual Investigation may be seen as ‘the enquiry’ – that enquiry is not therefore integral to routine learning
Although GCSE fieldwork now demands independence in generating questions and planning, pressure to ‘perform’ and progress measures may close the process down
The opportunity
An opportunity to develop independence in group and independent enquiry at GCSE (and elsewhere)
A chance to unpick geographical learning processes and identify opportunities for independent learning before A level.
An opportunity to make the Individual Investigation at A level really stand out – away from the Controlled Assessment experience!

32. Any questions? Contact Geography Subject Officers: GCSE – Andrew Owen
A level – Erin Roberts
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