SDLC Research Paper Nicky Graham (1)

8/14/2019 SDLC Research Paper Nicky Graham (1)

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THE STUDENT EXPERIENCE OFSELF MANAGED LEARNING (SML):

EVIDENCE FROM RESEARCH

With Introd!tion "# Dr$ Gr%h%& D%'

*# Ni!o+% S%n,#

M%r!h -../


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CONTENTS

0$An introd!tion to S+1 M%n%2d L%rnin2 (SML) "# Dr$ Gr%h%& D%' 3%2 4

-$ Th Stdnt E53rin! o1 S+1 M%n%2d L%rnin2 (SML): 6idn! 1ro& r%r!h 3%2 0.

4$ Introd!tion 3%2 0.

7$ R%r!h Str%t2# 3%2 00

8$ E&3iri!%+ R%r!h E6idn! 3%2 0-

Wh%t did th tdnt +i, %"ot SML9 3%2 0-

Ho' '% it "n1i!i%+ to tdnt %nd 'h%t did th# +%rn9 3%2 -0

Wh# &i2ht SML 'or, + '++9 3%2 40

$ E6%+%tion %nd Con!+ion 3%2 44

;$ *i"+io2r%3h# 3%2 4

-


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AN INTRODUCTION TO SELF MANAGED LEARNING (SML)

Dr Gr%h%& D%'

Th S+1 M%n%2d L%rnin2 %33ro%!h '% !r%td "# Pro1or I%n Cnnin2h%& in

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'i++ thir ti&$ Fr@nt+#= th# 'i++ " r3ortin2 %!ti6iti ndrt%,n to'%rd on

or &or o1 thir 2o%+ %nd th n5t t3 th# %r !ont&3+%tin2$ Th othr 2ro3

&&"r 'i++ " @tionin2 th& on 'h%t th# h%6 don= 'h%t 'nt '++= 'h%t

didn>t= ho' th# &i2ht %33ro%!h th &%ttr di11rnt+# %nd 'h%t th# h%6 +%rnt 1ro&

thir 53rin!$ In !onidrin2 thir n5t t3 th# !o+d 1ind th&+6

!h%++n2d "# th 2ro3 i1 it i 1+t th# %r i2norin2 ithr 3otnti%+ 3ro"+& or

3otnti%+ o33ortniti$ A tdnt &i2ht %+o !hoo to th 2ro3= in thir

indi6id%+ ti&= to h+3 th& d6i @tion 1or % 6iit th# %r ndrt%,in2 to 1ind

ot %"ot % 3oi"+ 1tr !%rr$ Th# &i2ht %+o 'ih to rh%r o&thin2 th#

%r 2oin2 to do o % to 2t 1d"%!, on thir 3r1or&%n!$

Whn it i o&on +> indi6id%+ ti&= tdnt %r 53!td to 2i6 thir

%ttntion %nd to %, @tion i1 thr i o&thin2 th# don>t ndrt%nd= or 'hr

th# thin, % tdnt i i2norin2 %n i&3ort%nt 1%!tor "%rin2 on thir 3+%n= 3rh%3

o11rin2 %it%n! i1= 1or int%n!= th# !o+d introd! % tdnt to % r+%ti6 'ho i

1o++o'in2 th 6r# !%rr th%t tdnt i !ont&3+%tin2$ In thir indi6id%+ ti&= thn=

% tdnt> 3ro3od 3+%n= or %n# di11i!+ti th# h%6 !o& 3on in 3rin2

th&= !%n "n1it 1ro& th di11rnt 3r3!ti6 o1 th 1i6 othr tdnt %nd th

+%rnin2 2ro3 %d6ir$

A thi "ri1 ,t!h o1 th L%rnin2 A2r&nt %nd th L%rnin2 Gro3 'i++ h%6

&%d !+%r= S+1 M%n%2d L%rnin2 n!or%2 in % tdnt not on+# ind3ndn!=

o1 "oth tho2ht %nd %!tion= "t %+o intrd3ndn! th %"i+it# to 'or, 'ith othr

%nd to dr%' on thir 53rin!= thir ,no'+d2= thir 3r3!ti6 %nd thir

%it%n! %nd= in trn= to !ontri"t thi th&+6 to thir 1++o' 2ro3 &&"r$

Mot tdnt 1ind thir +%rnin2 2ro3 % 33orti6 n6iron&nt= 6n 'hi+ it i

'hr th# %r &ot +i,+# to " !h%++n2d (%"ot ho' th# %r thin,in2 %"ot or

2oin2 %"ot %!hi6in2 thir 2o%+ or thir "h%6ior in th 2ro3= !o& to th%t)$

Drin2 %n SML 3ro2r%&& % +%rnin2 2ro3 &%#= 3ro&3td "# % tdnt> +%rnin2

2o%+= 2o ot to 6iit % 'or,3+%! or hi2hr d!%tion%+ t%"+ih&nt$ A+trn%ti6+#=

%n 5&3+%r o1 % 3%rti!+%r 3ro1ion or %"i+it# &%# " in6itd into th +%rnin2

2ro3 &tin2 to " intr6i'd "# % tdnt '%ntin2 to 2%in ini2ht into % 'or+d o1

53rin! 'hi!h i n,no'n to th&$ Th %r Bt o& o1 th '%# in 'hi!h

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tdnt !%n 3r thir +%rnin2 %nd th !%n " 6%+%"+ in "rin2in2= 1or

int%n!= !%rr o3tion to +i1$ A++ too o1tn= tdnt %r &%,in2 !hoi! %"ot thir

1tr 'ith 6r# +itt+ ,no'+d2 o1 'h%t th 'o+d r%++# &%n to th&$

S+1 M%n%2d L%rnin2 i not %n ntr!trd %33ro%!h$ t= it do %++o' % +ot o1

1rdo& to th tdnt$ Thi &%# & !ontr%di!tor# in th%t d!%tion%+ thin,in2

tnd to % !on1+i!t "t'n Str!tr %nd Frdo&$ W h%6 to!hd on o&

o1 th tr!tr in %n SML 3ro2r%&&$ E6r# tdnt i r@ird to !r%t %

L%rnin2 A2r&nt %nd 6r# +%rnin2 2ro3 &tin2 i or2%nid %rond th

tdnt> indi6id%+ ti& +ot$ Ho'6r= th !hoi! o1 +%rnin2 2o%+ +i 'ith th

tdnt % do th !hoi! o1 ho' th# 'ih to thir indi6id%+ ti& th on+#

rtri!tion i th%t th# do h%6 to h%6 +%rnin2 2o%+ %nd th# do h%6 to thir

indi6id%+ ti& 1or o&thin2 r+6%nt to thir +%rnin2$

Th S+1 M%n%2d L%rnin2 3ro! o3r%t in % di11rnt '%# to th%t 1ond=

t#3i!%++#= in th !hoo+ !ont5t$ Whi+ th 3ro! 33ort tdnt in 3rin2 thir

3!i1i! +%rnin2 2o%+ th %i& 2o "#ond tho 2o%+$ A1tr %++= it i o"6io th%t

&%n# thin2 ' +%rn tod%# 'i++ "!o& o"o+t to&orro'$ Th &%in %i& i to h+3

tdnt to "!o& %!ti6 +%rnr$

Within &ot !hoo+ %!ti6it#= th 3ro! i on in 'hi!h th t%!hr t%, th

initi%ti6 in tr& o1 'h%t i to " +%rnt drin2 % 3%rti!+%r +on %nd ho' it i to "

+%rnt$ *# r&o6in2 th nd 1or tdnt to initi%t th Wh%t %nd Ho' o1 thir

+%rnin2= thi !%n n2ndr % d3ndn! on th t%!hr %nd % 2nr%+ 3%i6it# in

r+%tion to +%rnin2$ In +%tr +i1= +%rnin2 i r%r+# 3ro6idd on thi "%i$

For ro2h+# t'nt#1i6 #%r= S+1 M%n%2d L%rnin2 3ro2r%&& 'r di2nd

1or %d+t 'or,in2 in or2%ni%tion= %nd not 1or !hoo+%2 tdnt$ Pro2r%&&

too, 3+%! 'ithin in2+ or2%ni%tion or 'r 3"+i! 3ro2r%&& 'ith 3%rti!i3%nt

1ro& di11rnt or2%ni%tion= %nd th +%ttr 'r o1tn 1or 3ot2r%d%t @%+i1i!%tion

3 to M%tr +6+$ Drin2 thi ti& ' 1r@nt+# noti!d 3%rti!i3%nt d%+in2 'ith

i 'hi!h !o+d '++ h%6 "n d%+t 'ith drin2 thir !hoo+ #%r$ For int%n!=

% &%n%2r in %n or2%ni%tion 1ind h i h%6in2 di11i!+t# 'ith t%&'or,in2$ Otid

o1 th 3ort %rn%= thi i not % 1o! o1 !hoo+ %!ti6it# on th !ontr%r#= th

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tndn!# i to !rt%i+ intr%!tion "t'n tdnt in th !+%roo&$ t th %"i+it# to

2t on 'ith othr 3o3+ %nd to 'or, 'ith th& intrd3ndnt+# i 6%+d "#

or2%ni%tion$

S!h int%n! +d to % dir to !ontri"t to th 3ro6iion 1or tdnt o1 !hoo+

%2$ W %+o 1ond th%t &%n# in or2%ni%tion h%d &%int%ind thir r%thr 3%i6

%33ro%!h to +%rnin2$ Thi '% n in th tndn!#= 'hn 1%!d 'ith th

idnti1i!%tion o1 d6+o3&nt nd= to 53!t th%t thr 'o+d " % !or th#

!o+d t%, to %ddr th&$ Ato&%ti!%++# ,in2 th !+ot thin2 to th !+%roo&

d&ontr%td % +%!, o1 !on1idn! in thir %"i+it# to +%rn ndr thir o'n t%&$ It

'% thi th%t or SML 3ro2r%&& in or2%ni%tion 'r di2nd to %ddr %nd

' tho2ht ' &%# " o1 2r%tr r6i! "# %+o %ddrin2 it %r+ir in +i1$

Thi "rin2 to th 3i6ot%+ 3oint 1or 6r# +%rnin2 %nd d6+o3&nt 3ro1ion%+:

#o !%nnot do on+# on thin2$ Th +%rnin2 3ro! i %+'%# ?t%!hin2> o&thin2

+ othr th%n th intndd !ontnt$ L%rnin2 h%33n on di11rnt +6+ %t th

%& ti&$ A ' h%6 o"r6d= th 1o! o1 % "B!t t%!hr &i2ht " on th

!ontnt o1 thir +on 'hi+ thr i %nothr +%rnin2= th%t o1 d3ndn! %nd

3%i6it#= t%,in2 3+%! %t %nothr +6+$ Th%t +%rnin2 o1 d3ndn! %nd 3%i6it# i

o3r%tin2 %t % hi2hr +6+ o1 2nr%+i%tion %nd= thr1or= %tt%!h to +%rnin2 it+1

r%thr th%n to th 3!i1i! o1 th +on> !ontnt$ It i %+o &or %"tr%!t %nd &!h

+ %&n%"+ to !on!io r!o2nition$ A tdnt &i2ht " %"+ to r3%t th

"B!t !ontnt o1 th +on= "t th# 'i++ not " %"+ to t++ #o 'h%t th# h%6

+%rnt %t thi hi2hr +6+$ Addition%++#= in or or2%ni%tion%+ 'or, ' 'r !on1rontd

'ith th 1%!t th%t= 'hi+ &!h o1 th "B!t !ontnt o1 th !hoo+ #%r 1%dd o6r

ti&= th &or %"tr%!t +%rnin2 tndd to r&%in$

T%,in2 %!!ont o1 th thorti!%+ !onidr%tion &%n "in2 !o2ni%nt o1 th

hi2hr +6+ +%rnin2 +i,+# to %ri 1ro& 'h%t6r +%rnin2 3ro! i "in2

3ro3od$ In th !% o1 S+1 M%n%2d L%rnin2= th r@ir&nt th%t th tdnt

idnti1# thir o'n +%rnin2 2o%+ (r%thr th%n th "in2 h%ndd do'n "# o&on

+) %nd to 1i2r ot ho' th# 'i++ 2o %"ot %!hi6in2 th& (r%thr th%n thi "in2

d!idd "# o&on +) nh%n! th +i,+ihood o1 th tdnt d6+o3in2 % %n

%!ti6 +%rnr= o&on 'ho !%n +1&%n%2 thir o'n +%rnin2$ O1 !or= 'h%t


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&i2ht %t 1irt %33%r % 'ondr1+ 1rdo& !%n " @it % !h%++n2 'hn tdnt

%r 1%!d 'ith r3ondin2 to th&$ Th th i&3ort%n! o1 th 33ort o1 th

+%rnin2 2ro3 in h+3in2 2ro3 &&"r to thin, thro2h thir !hoi! %nd n+%r2

thir n o1 th 3oi"i+iti o3n to th&$

Ni!o+% S%n,#> !o&3i+%tion= o1 r%r!h tdi %nd 6%+%tion o1 S+1 M%n%2d

L%rnin2 3ro2r%&& in !hoo+= !%3tr th tdnt 53rin! o1 SML$ It

%ddr th !h%++n2 th%t !o& 3 'hn 3%,in2 to !hoo+ t%!hr o1 thi

%33ro%!h= n%&+#= Wh%t 6idn! do #o h%6 th%t thi 'or, %nd th%t it h% %n#

"n1i!i%+ 11!t "#ond th +n2th o1 th 3ro2r%&&9

(P%rnthti!%++#= !h % !%++ do not n!%ri+# i2ni1# % 'i++in2n to "

3r%dd "# !h 6idn! it i o1tn th rort o1 tho ,in2 % Bti1i%"+

5! 1or di&iin2 th &%ttr$)

Intrtin2+# no2h= th @tion %"o6 '% "ro2ht 3 'ithin % 2ro3 o1 t%!hr

%nd +%rnin2 %it%nt 'hi!h h%33nd to in!+d % t%!hr 1ro& on o1 t'o

!hoo+ 1%trd in % DVD on or 'or,$ Th%t t%!hr h%d not "n in6o+6d in th

3ro2r%&& %nd '% %t th &tin2 h%6in2 h%rd %"ot SML %nd "in2 intrtd in

+%rnin2 &or$ In r3on to %nothr t%!hr 3ttin2 th @tion to = h

&ntiond th%t h h%d h%d % !%rr di!ion 'ith on o1 th tdnt ho'n in th

DVD$ Unti+ h%6in2 Bt n hi& in th DVD h h%d not r%+id thi tdnt h%d

"n 3%rt o1 %n SML 3ro2r%&& %nd h no' %id thi 53+%ind o&thin2 'hi!h

h%d 3+d hi& %"ot thir !on6r%tion$ T#3i!%++#= h 1ond tdnt i++3r3%rd to

di! thir 1tr$ E6n tho 'ho h%d o& id% o1 'h%t th# '%ntd to do

%++# h%d tho2ht +itt+ %"ot 'h%t 'o+d " in6o+6d %nd 'h%t it 'o+d r@ir o1

th&$ Thi tdnt h%d r3rid hi& "# %rri6in2 1++# 3r3%rd %nd '++%"+ to

%rti!+%t hi 3+%n 1or hi 1tr$ H h%d d!idd h '%ntd to 3r % !%rr in

&i!$ Ho'6r= h ndrtood hi 3%rnt> !on!rn o6r th n!rt%int# o1 !h %

3ro1ion %nd h%d d!idd %+o to ndrt%, othr @%+i1i!%tion 'hi!h h !o+d 1%++

"%!, on i1 +i1 % % &i!i%n 3ro6d too nr+i%"+$ Th t%!hr too, thi % 6idn!

th%t thr h%d "n +on2rtr& 11!t 1ro& th SML 3ro2r%&&$

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Thi '% do"+# intrtin2 in th%t th dt%i+ o1 th 1tr 3+%n h%d not "n

o&thin2 th tdnt h%d 'or,d 3on drin2 hi ti& on th SML 3ro2r%&&$ A

'ith %++ tdnt= h h%d "n n!or%2d to thin, %"ot hi 1tr %nd 'h%t h

'%ntd o1 it "t= %t th%t ti&= hi 3ri&%r# 1o! h%d "n on th &!h &or

i&&di%t 2o%+ o1 3%in2 on o1 hi &i! 2r%d 5%&$ Con@nt+#= hi 1tr

3+%n= 'hi!h h%d o i&3rd th t%!hr= 'r not % r+t o1 %it%n! h h%d

r!i6d in th +%rnin2 2ro3 "t o1 'h%t h h%d 2%ind 1ro& th 3ro! %nd "n

%"+ to t%, 1or'%rd into hi +i1 %1tr th 3ro2r%&&$

Th%t th S+1 M%n%2d L%rnin2 %33ro%!h i not it%"+ 1or 6r# tdnt i %n

%r2&nt th%t h% o1tn "n &%d$ It ond r%on%"+ %nd it i r+# th !%

th%t di11rnt %33ro%!h to +%rnin2 'i++ %33%+ to di11rnt t#3 o1 tdnt$

Ho'6r= th +%r2r !ont5t i 'orth# o1 o& !onidr%tion$ Tho 'ho 1ind SML

&or di11i!+t tnd to " tho 'ho +i, to " to+d 'h%t th# nd to do to !!d

%nd %r ditr"d "# th n!rt%int# o1 % 3ro! 'hr thr %r no 3r5itin2

2o%+ %nd no +%id do'n 3%th to %!hi6in2 th&$ S!h tdnt !%n o1tn " hi2h+#

!!1+ 'ithin th !hoo+ #t&= 'hr "oth th Wh%t %nd Ho' o1 +%rnin2 i

d!idd "# othr= %nd !h !! !%n " "oth r%rin2 %nd 2r%ti1#in2= th

r%thr di11i!+t to r+in@ih$

Th "i22r i i th%t th 'or+d i on o1 in!r%in2 n!rt%int# %nd th tdnt o1

tod%# !%n " 53!td to " +i6in2 thir 'or,in2 +i6 'ith 3ro1ion%+ %nd 3ron%+

n!rt%inti "#ond tho ,no'n "# tod%#> %d+t$ Ri+in! in th 1%! o1

n!rt%int# 'i++= thr1or= " % hi2h+# 6%+d @%+it# in %n# !rrnt+# !on!i6%"+

1tr$ Th @tion thn "!o& ho' th #on2 3o3+ o1 tod%# 'i++ !o& to

d6+o3 th%t @%+it#$

An %n!dot &i2ht " i++tr%ti6 hr$ On +%rnin2 2ro3 in!+dd % 2ir+ !onidrd

on o1 th "ri2htt t%r o1 th !hoo+$ Sh '% o %!%d&i!%++# %"+ th%t= 6n

'hi+ t%,in2 % +%r2 n&"r o1 GCSE= h '% 53!td to 2t A t%r in %++ hr

"B!t$ t thi '% th tdnt %"ot 'ho& th +%rnin2 2ro3 %d6ir h%d th

2r%tt !on!rn th 6r# on th !hoo+ '% +%t !on!rnd %"ot$ Sh 1ond it

5tr&+# di11i!+t to !ont&3+%t hr 1tr$ Sh h%d no id% 'h%t h '%ntd to do$

Sh h%d no "%i= in "in2 "ttr %"+ in on thin2 th%n %nothr= 1or % d!iion %"ot

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% 3ro1ion th%t h 'o+d 1ind 1+1i++in2$ In hr !%= it '% + 1or th n!rt%inti

o1 th 1tr th%t h ndd to d6+o3 th @%+iti o1 % +1&%n%2d +%rnr "t

"!% th 3ro! o1 "!o&in2 &or +1&%n%2in2 i on in 'hi!h ' 2t to

,no' or+6 "ttr %nd thi 2i6 % "ttr "%i on 'hi!h to 6%+%t or

!hoi!$

Wh%t thi i++tr%t i th%t 6n tho 'ho do "t 'ithin th !hoo+ #t& !o+d

"n1it 1ro& th SML %33ro%!h$ Thi i &!h + o"6io th%n th%t it !%n 2i6

%nothr !h%n! to tho 'ho& th !rrnt #t& do not r6$

Ho31++#= th r%dr 'i++ 1ind &!h &or to !onidr in th r3ort th%t 1o++o'$


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The Student Experience of Self Managed Learning: evidence from reearch

Its not strict learning like having to learn a subject you might get bored of you

learn what you want to learn (student, year 13

INTRODUCTION

Th %"o6 @ot r1r to % tdnt> d!ri3tion o1 hi r!nt 53rin! o1 S+1

M%n%2d L%rnin2 (SML)$ H i on o1 o6r on hndrd tdnt in th Soth o1

En2+%nd 'ho h%6 "n in6o+6d in % +%rnin2 3ro2r%&& 'hi!h o11r %n

%+trn%ti6 %33ro%!h to !hoo+in2$ Ori2in%++# di2nd 1or %d+t= SML h% &or

r!nt+# "n %do3td 'ith #on2 3o3+ thro2h th 'or, o1 th Soth Do'n

L%rnin2 Cntr (SDLC) %nd ndr th 3r6iion o1 it !r%tor= Pro1or I%n

Cnnin2h%&$ O6r th +%t 1or #%r th Soth Do'n L%rnin2 Cntr h% 'or,d

'ith tdnt 1ro& "oth tr%dition%+ %nd %+trn%ti6 d!%tion "%!,2rond %nd it no'

h% 3r&i= 'hi!h 'i++ %++o' % &%++ n&"r o1 #on2 3o3+ to n2%2 in SML on

% d%i+# "%i$ Th %33ro%!h i % n' !on!3t in d!%tion %nd %+tho2h it h% "n

?ri2oro+# 6%+%td> (Cntr 1or S+1 M%n%2d L%rnin2= -... 34) in %d+t !ont5t=

thr h% "n +itt+ r%r!h into SML 'ith !hi+drn$ Intrt in th 3ro2r%&& i

2ro'in2 (SDLC= -.. -..;) %nd thi 3roB!t %i& to &t th d&%nd 1or r+6%nt

r%r!h$

SML 3ito&i 3ron%+id +%rnin2= r1+!tin2 !rrnt intrt in E6r# Chi+d

M%ttr (D1ES= -..4) %nd th r!nt 2o6rn&nt r6i' on Pron%+ L%rnin2 %nd

Thin,in2 S,i++ (CA= -..)$ It o11r % '%# 1or'%rd 1or !hoo+ intrtd in th

i "# 3ro6idin2 o33ortniti 1or tdnt to +%rn "#ond 3r!ri"d !rri!+% in

% '%# th%t "t it thir indi6id%+ nd %nd intrt.Wor,in2 in &%++ 2ro3

'ith % L%rnin2 Gro3 Ad6ir= th tdnt %r r@ird to %n'r 1i6 @tion

r+%tin2 to thir +%rnin2 53rin!= %"i+iti %nd %3ir%tion to idnti1# 'h%t th#

'%nt to +%rn %nd 'h%t th# nd to do in ordr to +%rn it (SDLC= -..7)$ Th

0.


11/37

%n'r to th @tion 1or& th "%i o1 %n indi6id%+ +%rnin2 %2r&nt in

'hi!h 2o%+= +%rnin2 &thod %nd !ritri% 1or !! %r 3ro3od "# %!h

tdnt$ Othr 2ro3 &&"r !ontri"t to th 1or&+%tion o1 thi do!&nt "#

di!in2 th tho2ht %nd intntion th%t ndr3in it %nd %2rin2 to 33ort on

%nothr in th 3rit %nd %!!o&3+ih&nt o1 thir 2o%+$

I '% 1irt introd!d to th 'or, o1 th SDLC 'hn I %ttndd % 3rnt%tion &%d

"# I%n Cnnin2h%& %nd hi t%&$ Th +!tr 33ortd % -nd#%r &od+ o1 % *A

(Hon) Ed!%tion d2r 'hi!h !onidrd th n%tr o1 3it&o+o2# %nd th

3d%2o2i!%+ i&3+i!%tion o1 di11rnt %33ro%!h to ,no'+d2 %nd +%rnin2$ SML

'% 3rntd % %n %+trn%ti6 to th tr%dition%+ d!%tion #t&= 3+%!in2

&3h%i on +%rnin2 &thod r%thr th%n !ontnt$ Th %33ro%!h i "%d on %

?3ro! !rri!+&> (Cnnin2h%&= -.. 3;.)= di2nd to d6+o3 ,i++ o1 +1

&%n%2&nt %nd +i1+on2 +%rnin2$

Pron%+ intrt in th 3ro2r%&& %nd % 'ih to 2%in 53rin! % %n d!%tion%+

r%r!hr +d to in6o+6&nt in % r%r!h 3roB!t or2%nid "# th SDLC ndr

th 3%tron%2 o1 th Cntr 1or Ed!%tion%+ Inno6%tion (Fi+din2= -..;)$ Th %i& '%

to 2%in % d3r ndrt%ndin2 o1 th tdnt 53rin! o1 SML %nd to dr%' ot

o& !o&&on th& r+%tin2 to th "n1it o1 th 3ro2r%&&$ Th 6idn! th%t

i 3rntd in thi r3ort dri6 1ro& % r%n2 o1 6idn! t%,n 1ro& intr6i'

'ith tdnt= +%rnin2 %d6ir= 3%rnt %nd t%!hr % '++ % 'rittn %nd 6ido

1d"%!,$

RESEARCH STRATEG

Th o6r%r!hin2 @tion ?Wh%t i th tdnt 53rin! o1 SML9> 3ro6idd % 1o!

1or th &3iri!%+ r%r!h %nd th %i& '% to %ddr th 1o++o'in2 @tion:

0$ Wh%t do tdnt +i,di+i, %"ot SML9

-$ Wh%t do !hoo+ +i,di+i, %"ot SML9

4$ Ho' i it "n1i!i%+ to tdnt9

7$ Wh%t do tdnt +%rn9

8$ H%6 thr "n %n# nintndd or n53!td ot!o&9

00


12/37

EM!"#"CAL #ESEA#C$ E%"&ENCE

Thi r3ort n!o&3% th !o&&nt o1 o6r 7. SML tdnt= %2d "t'n ;

%nd 0 'ho h%6 !o& 1ro& "oth !hoo+ %nd ho&d!%td "%!,2rond$ Thir

1d"%!, i 33ortd "# !o&&nt 1ro& 3%rnt= L%rnin2 Gro3 Ad6ir %nd

!hoo+t%!hr 'ho h%6 h%d dir!t in6o+6&nt 'ith th 'or, o1 th Soth Do'n

L%rnin2 Cntr$ Th 6idn! r%n2 1ro& dir!t @ot r!ordd %t 3r%rr%n2d

intr6i' to 6%+%tion r3ort$ It n!o&3% th 'rittn 'or, o1 3ri&%r# !hoo+

!hi+drn= tdnt 2ro3 6%+%tion in !ond%r# !hoo+ %nd 1i+& 1oot%2 o1

tdnt t%+,in2 %"ot thir 53rin! o1 SML$

Si&i+%r i %nd o3inion 'r r%id %nd thr '%= 3rh%3 r3riin2+#= +itt+

di3%rit# "t'n th di11rin2 %2 2ro3 %nd d!%tion%+ !ont5t in thi r6#$

Thi r%r!h r6%+d % n&"r o1 !o&&on th& !on!rnin2 'h%t '% +i,d

%"ot SML %nd 'h%t h%d "n +%rnd 1ro& th 3ro2r%&& %nd th 1o++o'in2

@ot %r 3rntd 'ith th th& in &ind$ R1rn! i %+o &%d to

o!!%ion 'hn SML 'nt + '++$ Th "r%dth %nd !o3 o1 thi d%t% o11r % ri!h

ini2ht into th 'or, o1 th Soth Do'n L%rnin2 Cntr %nd th ot!o& %nd

!! o1 SML 'ith #on2 3o3+ to d%t$

Wh%t did th tdnt +i, %"ot SML9

'. A different (a) of learning

Th tr!tr o1 SML 3ro6id tdnt 'ith %n o33ortnit# to +%rn in %+trn%ti6

'%# %nd to %do3t % di11rnt %33ro%!h to th%t o11rd "# tr%dition%+ !hoo+in2$ Th

3%rti!i3%nt idnti1id th di11rnt %33ro%!h % % 3oiti6 %3!t o1 th 3ro2r%&&$

Stdnt 1ro& &%intr%& !hoo+ 3%rti!+%r+# '+!o&d th o33ortnit# to 'or,

0-


13/37

otid thir d%i+# rotin %nd &%n# '+!o&d th ho+iti! %nd 3ron!ntrd

%33ro%!h:

Stdnt !o&&nt:

It was !uite lucky that I acce"ted to be in this grou" because I think its the bestthing Ive done in school really# $nd Ive learnt a lot more through this"rocess than Ihave from maybe like the last year and a half in school(student, year 1%

it was different in the res"ect that in our curriculum you dont really get the chancewhere you just get to sit down and talk about yourself and hear what others aredoing for an hour or so (student, year 1%#

I think &' is ama)ing and it is a fun way of learning ("rimary school student

It was too short#I wish it didnt have to sto"# *e should do it all the time andeveryone should it+ (student, year #

in &' you talk to adults as e!uals and it hel"s you with how you think aboutlearning (home educated student, age 13

this "roved e-tremely beneficial as it enabled us to recognise our aims andabilities (student, year 1%

it is very beneficial you get to go out and find out about work to get out oflessons to do different things instead of doing the same things all the time (student,year 1%

it was a very su""ortive "rocess # &' went through each stage with me from./&0s to entering college (home educated student, age 1

&' is wicked+ Its really fun and we learn lots too# I almost always learn something

new and I really enjoy it toowe always do fun learning to make us enjoy learningand it makes us know more ("rimary school student

I didnt like school still dont really but I would if we could do more of this(student, year

It was easier than sitting down in a classroom and listening to the teacher2 we gotto discuss things (student, year 11#

ou could be creative it had a feel good factor (student, year

we are learning but we dont know it ("rimary school student

04


14/37

they want you to find a love for something and then e-"lore all the avenues (homeeducated student, age 1

*e all had fun doing these grou"s together and have all learned a lot from them(student, year 4

5we had to talk about what we had done or were going to do during the week, itwasnt you are going to do this 5 (home educated student, age 13

Its just being able to say what you want and being actually asked about what youwant to learn rather than being told what they think you should learn# (student, year

6school7 was overcrowded8 there was loads of destructive behaviour which was theo""osite to &' learning grou"s where students were creative# 9he lessons were to"ass e-ams and were not about learning (home educated student, age 13

all in all I think this has been a very good learning e-"erience for all of our grou"#*e all learned and had a tremendous amount of fun over the last few weeks(student, year 4

we got to discuss a lot more of what we actually want to do in the future and waysin which we could do that (student, year 1%

*ell, basically its just like chatting about what you want to do when you grow olderand goals of where you want to get to and working out how you are going to achievethose goals# (student, year1%

it just hel"s you "lan the ste"s you are going to take to actually achieve yourtargets# (student, year 1%

It was !uite hard for the "eo"le who were trying to e-"lain to us e-actly what it was,because sometimes when you describe it, it sounds a bit, sort of, loose and tenuous#:ut once you actually get into the grou"s you actually reali)e how you can benefitfrom it# It is really beneficial for each of the students involved# (student, year 1%

its a great idea and it should be "ut into action in schools, because its the kind of

thing that young "eo"le need# (student, year 1%

it was nice that it wasnt all "lanned out for us because that gave us a chance toactually use it for our own advantage# ## we actually said this is what we want to doand this is what we think is going to be hel"ful so that just gave us the chance toreally get a lot out of it because we had control over It# (student, year 1%

Ad+t !o&&nt:

they are actually becoming the sha"ers of their own future (secondary school

assistant "rinci"le

07


15/37

9hey set their own targets where as in the classroom it is the teachers setting thetargets (secondary school assistant "rinci"le

9he focus is on learning but it is not about going to a subject lesson and finding outabout something e-ternal to youthey are not limited to what they talk about and

it gives them o""ortunities to hear about other "eo"leIt gives them another way oflooking at the world# (secondary school de"uty "rinci"le

It allows them to see that learning takes "lace not just in the classroom but in awhole range of environments (secondary school assistant "rinci"le

*. Mixed Group

Th SDLC r!o&&nd th%t SML " d 'ith &i5d %"i+it# 2ro3 % th# "+i6

th 3ro2r%&& h% th 3otnti%+ to "n1it %++ !hi+drn$ S!hoo+ h%6 tndd to

th 3ro2r%&& to t%r2t 3!i1i! 2ro3 "t !o&&nt 1ro& tdnt %nd L%rnin2

Gro3 Ad6ir in !hoo+ 33ortd th Soth Do'n L%rnin2 Cntr %33ro%!h:

Stdnt !o&&nt:

I think we should mi- the grou"s because different ty"es of "eo"le can be goodins"iration for each other (student, year 1%

I dont know what sort of grou" of "eo"le they worked with in other schools but, as Isaid, in our school it was .ifted ; 9alented# :ut I really think it could benefit a varietyof other "eo"le (student, year 1%

Ad+t !o&&nt:

I think it could benefit any student# $nd adults as well# (secondary school assistant"rinci"le

On o!!%ion 'hn 2ro3 'ith &i5d nd %nd %"i+iti 'r rn in !hoo+ th

"n1it 'r !+%r$ L%rnin2 Gro3 Ad6ir !o&&ntd on ho' thi %33ro%!h h%d

%++o'd tdnt to d&ontr%t ,i++ %nd @%+iti th%t h%d 3r6io+# "n

nr!o2nid$ In on !ond%r# !hoo+ th 11!t o1 3+%!in2 "o# +%"++d

?!h%++n2in2> 'ith 2ir+ 'ho 'r +%!,in2 in !on1idn! '% tho2ht to " !!1+$

Th "o# &d to ri to th !h%++n2 o1 h+3in2 %nd th 2ir+ dr%' !on1idn!

1ro& th 2ro3 di!ion th%t nd:

08


16/37

Ad+t !o&&nt:

9he boys were so sweet hel"ing 6students name7 you really do see them in anew light (school learning grou" adviser, working with year s

If some of the teachers could have seen, they would have seen a very different sideto how he is in class (school learning grou" adviser, working with year s

+.#elaxed approach

P%rti!i3%nt %id th# +i,d th r+%5d %t&o3hr !r%td in th 2ro3$ L%rnin2

Gro3 Ad6ir= nior !hoo+ t%11 %nd 3%rnt %++ 1+t th%t tdnt r3ondd '++

to th + 3rrid n6iron&nt %nd !hoo+ tdnt !onidrd th %33ro%!h %

tr%t !o&3%rd to th !ontr%int o1 th nor&%+ !+%roo&$ SML 3ro6id %!h

tdnt 'ith ti& to 53+or 3ron%+ i %nd &%n# r!o2nid thi % % "n1it

o1 'or,in2 in &%++ 2ro3$ *in2 2i6n ti& to t%+, '% % ,# 1%tr 1or th

tdnt %nd &%n# in tr%dition%+ ttin2 r3ortd thi % o&thin2 th# r%r+#

53rin!d:

Stdnt !o&&nt:

9oday, at school ou do get mentoring sessions but they are rushed, like ten2minute slots, so its nice to just sit down and reflect on whats going on at themoment# (student, year 1%

you had time to talk without being interru"ted (student, year


17/37

youre meant to get o""ortunities to discuss these things in form time but yourelucky if you get the chance (student, year 11

we have the chance to discuss individual "roblems that we may have, this can beanything, not just educational (student, year 1%

it was taking a little time out of school and having a chance to just sort of reflect andto have a less strenuous and stressful time to talk about these things and to makeyourself less stressed about them (student, year 1%

you usually get talked at 6in class7, rather than getting to talk (student, year 1%

"eo"le actually listen to you# It wasnt somebody else trying to "ush their ideasu"on you (student, year 1%

,.The role of the Learning Group Advier

Th in1or&%+ %33ro%!h t%,n "# th L%rnin2 Gro3 Ad6ir '% %+o '+!o&d$

Thir ro+ i to 1%!i+it%t %nd &ntor tdnt %nd not to !ontro+ or i&3%rt ,no'+d2

in th '%# o1 % t%!hr$ Th L%rnin2 Gro3 Ad6ir "!o& &&"r o1 th 2ro3

'ho ro+ i to &%int%in 1o! %nd %it tdnt "# %,in2 @tion= o11rin2

%d6i! %nd ,3in2 tr%!, o1 3ro2r$ Thi '% %33r!i%td %nd 1or &%n# th

r+%tionhi3 th%t '% "i+t "t'n th L%rnin2 Gro3 Ad6ir %nd th tdnt '%

,# to &%,in2 th 53rin! &or nBo#%"+:

Stdnt !o&&nt:

it was like a friend relationshi" really you could talk to her about anything and shewould advise you on what to do (student, year 11

you didnt get shouted at, they werent strict and stern like a teacher (student, year

they were really friendly and easy to work withthey took time to talk to us(student, year 11

It was a very friendly atmos"herewe had a laugh (student, year 13

cool facilitator (student grou" evaluation, year 1%s

"eo"le actually listen to you (student, year 1%#

9heyre not biased in any way (student, year 1%

0;


18/37

eah, these ones, theyre just com"letely neutral (student, year 1%

whatever you tell them they have an o"en mind about it (student, year 1%

-.eeling afe and haring idea

Th +%rnin2 2ro3 in6o+6d in thi td# %2rd to %dhr to % !on1idnti%+it#

!+% %nd thi '% %n %3!t th%t th tdnt 3%rti!+%r+# +i,d$ It h+3d th 2ro3

to "ond % % t%& %nd !r%td %n nthr%tnin2 n6iron&nt in 'hi!h th# !o+d

di! 3ron%+ i$ A !hoo+ L%rnin2 Gro3 Ad6ir r&%r,d th%t th# 'r

?%&%d> %t 'h%t th tdnt 'r 'i++in2 to h%r %nd th 2ro3 %33%rd tod6+o3 % !%rin2h%rin2 tho th%t &%n# '+!o&d:

Stdnt !o&&nt:

I talked more to the "eo"le in the grou"they didnt judge you(student, year 11

you get to share your own ideas# Its fun+++ ("rimary school student

you werent laughed at whenever you said anything normally they would gossi" a

bit (student, year 11

the confidentiality clause was good = it hel"ed to build the team (student, year

we are like a family ("rimary school student, year 3

we share our secrets with the grou" ("rimary school student, year 3

it would be good for "eo"le who arent very "o"ular# 9hey could make friends andtalk to "eo"le (student, year

it was really o"en and because it was confidential we could talk about anythingina classroom there are things that you cant talk about (student, year

because we were with our friends we could more o"enly discuss what we weregoing through where as if we were with our "arents there would be things wewouldnt want to discuss (student, year 1%

we could all bounce off each other with our different ideas and things# (student,year 1%

0/


19/37


20/37

Stdnt !o&&nt:

we com"ared our ideas and hel"ed each otherI liked working together8 we coulduse one anothers o"inions rather than just one (student, year 11

sharing made tasks easier (student, year 13

we work together ("rimary school student, year 3

she was allowing us to hel" each other, which were not usually allowed to do(student, year 11

some of the other members of the grou" might have contacts or resources that theymight be able to su""ly to the individual (student, year 1%

?ther "eo"le would give us their contacts and other things they thought you coulddo# (student, year 1%

?ne of my goals was .rade B 'usic 9heory and it just ha""ened that someoneelse 6students name7 had "assed hers and was able to give me some hel" withwhere I was struggling (student, year 1%#

her goals were mostly to do with her youth arts grou" and she got lots of advice on

that and it really hel"ed her to talk about it because talking about it made her thinkabout it more, and she could organi)e it (student, year 1%

*hen you talk about it you are actually thinking about it a lot more (student, year1%

Its !uite hel"ful# :ecause theres a large grou" of us# If one "erson says they wantto know about com"uting, my brother is !uite knowledgeable about com"uters and Ican "ut forward that and they can gain something from that by talking to my brother(student, year 1%

someone else wanted to work in an office so we went to an office and saw whatoffice life was like# $nd I got to have that o""ortunity as well and its very hel"ful tohave more o""ortunities really (student, year 1%

*e all hel"ed each other in our learning grou"# Crom one "erson looking at a"roblem or a situation, they might not be able to see the easiest solution and withjust someone elses in"ut into it you can have an easier solution just becausesomeone else comes at it from a different frame of mind (student, year 1%

Its good because we can all encourage each other(student, year 1%

-.


21/37

Ad+t !o&&nt:

?ther "eo"le in the grou" are su""orting her giving ideas on how she could findinformation out# 9hey are also offering to do the seeking out of information for her#&o they have a commitment to her not to let her down (&outh Downs earning/entre learning grou" adviser, working with yr As

$lthough each individual student sets their own goals, because they are a "eergrou" of a similar age some of the goals often are relevant to other members of thegrou" as well# Cor instance, time kee"ing9hats relevant to the whole learninggrou" and they were all making contributions today about addressing that withregard to things like organising homework and making sure they have "lenty of timefor social events, etc (&outh Downs earning /entre learning grou" adviser,

working with yr As

6students name7 decided that he felt !uite uncomfortable doing all the !uestioningfor himself and the grou" were very ha""y to take turns and to su""ort him with thatby asking !uestions as well (&outh Downs earning /entre learning grou" adviser,working with yr As

9he grou" gave su""ort to the interested student as they formulated useful!uestions to ask the coach (&outh Downs earning /entre learning grou" adviser,working with year 3s

the rest of the grou" were com"letely involved and on task even though they hadnot been "articularly interested in the e-"erience other than to su""ort 6studentsname7 (&outh Downs earning /entre learning grou" adviser, working with year 3s

constructive feedback was given by the grou"which furthered the "otentiallearning e-"erience as self and grou" evaluation took "lace (&outh Downsearning /entre learning grou" adviser, working with year 3s

9he grou" realised they needed to work together in order to achieve or get thingsdone (&outh Downs earning /entre learning grou" adviser, working with year 3s

the students were on task for longer "eriods of time and interacted with increasingcom"etence (&outh Downs earning /entre learning grou" adviser, working withyear 3s

Ho' '% it "n1i!i%+ to tdnt %nd 'h%t did th# +%rn9

'. Ma1ing connection

-0


22/37

S!hoo+ 'r i&3rd "# th '%# th +%rnin2 2ro3 h%d h+3d tdnt to

&%, !onn!tion "t'n thir 'or, %nd thir 1tr$ So& tdnt 'r

introd!d to 'or,in2 3ro1ion%+ in %r% th%t intrtd th& %nd o& 'r

t%,n to +o!%+ "in %nd !o++2 to d&ontr%t th o33ortniti th%t +%#

%h%d %nd to %++o' th& to %, @tion %"ot ho' th# &i2ht 3r thir 2o%+$

Th tdnt 'r r@ird to n6i%2 th 3oi"i+iti 1or th&+6 %nd to

!onidr '%# in 'hi!h th# !o+d &%, thir 2o%+ &or %!hi6%"+$ Stdnt %nd

%d+t "oth r!o2nid thi % % "n1it o1 th 3ro2r%&&:

Stdnt !o&&nt:

9hey organised a day tri" for us to go to &usse- Eniversity, which was really goodbecause until then I hadnt seen universities# $nd if you dont actually get to visit anyuniversities its !uite daunting# Fust to go there it really got me e-cited about going touniversity rather than dreading it# I just saw all the "eo"le there enjoying themselvesand lots of other "arts of the university you dont really think about# $nd Im justreally e-cited about going to university (student, year 1%

we have been able to "rioritise our lives and work out what hel"s us to get thereand what doesnt (student, year 1%

It was good, I enjoyed it 2 really hel"ful for your future career (student, year 11

theyve got an incentive to work hard to get what they want (student, year 1%

I love &' because I get to think about my future# It is so fun and I enjoy it somuch# &' is :GI ("rimary school student)

found out how to get into architecture@ (student, year

made me think what is needed for a degree (student, year

:uilding u" contacts for the future (student grou" evaluation, year 1%s

found out basic things I needed = what $ levels (student, year

#it hel"s us on to what were doing in the near or far future ("rimary school student

it hel"s us to decide what job we might have and how ("rimary school student

*e went to &usse- Eniversityto find out what was there and what we would need

to do to do, that sort of thing (student, year 4

--


23/37

this learning grou" e-"erience has hel"ed us think about our futures, this includesfurther education and "ossible careers (student, year 1%

this hel"s us to decide on something we want to do rather than doing something wedont want to do (student, year 1%

it gave me more enthusiasm about 6s"ecial needs teaching7 as a career and theremight now be an o""ortunity for work e-"erience (student, year 1%

it will hel" to "re"are for when we are choosing our $ levels (student, year 1%

6&tudents name7 wanted to be a cricket coach and we thought of the different goalsin between that he could do to get to that "oint = coaching e-ams and things(student, year 1%

it sto"s you dreaming about your goals and you think more realistically about your

life (student, year 1%

just thinking about things sub2consciously doesnt always get things done# ?nceyou start to talk and start to o"en u", listen to others, you start to realise things aboutyour life that you didnt before (student, year 1%

they sort of gave me ways of getting in contact with "eo"le to get work e-"eriencein 0-eter and Im going down there in the &ummer to have the week with someenvironmental scientists# (student, year 1%

It hel"ed me think of my future much more because before I wasnt really thinkingof outside school and things# $nd now I am really deciding what I should do after my$ evels and things# I got lots of advice from 6the earning .rou" $dviser7 and theothers in the grou", what they think I should do and things (student, year 1%

ou definitely start to think outside of school# ou can kee" u" your hobbies andthings as well as your subjects at school, but also think about your future# (student,year 1%

joining the learning grou" hel"ed me "lan my future really, and to look into what I"lan to do with my life, career, choices I want to make and if I hadnt have been in

the learning grou" I would "robably have continued not to "lan ahead# :y lookingthrough and "lanning for what I want to do in the future it kind of reassures you onwhat youre doing (student, year 1%

Ad+t !o&&nt:

6students name7 would have been e-cluded if it hadnt been for the grou"# 9heytook him to the skills centreand that gave him a vision of what he could doit wasreally beneficial (school learning grou" adviser, working with year s

-4


24/37

69he earning .rou" $dviser7 took them to a garage in the high street so they couldsee that they needed I/9 skills, communication skills, 0nglishit became real tothem###they had something concrete to work towards 9hey have "robably beentold that by "arents and teachers but thinking it for yourself is somethingtotallydifferent In the grou" they had time to reflect on it for the first time and it really

brought it home to them (secondary school de"uty "rinci"le

*. #aied confidence and peronal a(arene

A ni6r%+ ot!o& 1or th tdnt '% r%id +6+ o1 !on1idn!= +1t&

%nd 3ron%+ %'%rn$ SML n!or%2d %n 5!h%n2 o1 tho2ht %nd id%

'hi!h h+3d th& to d6+o3 % d3r ndrt%ndin2 o1 'ho th# %r= %nd 'h%t

th# nd to +%rn in ordr to %!hi6 thir 2o%+$ It '% %+o 6idnt th%t d6+o3in2

% 'idr %'%rn o1 th 53rin! %nd 3r3!ti6 o1 tho %rond th& h%d

h+3d in thi 3ro!$ Th tdnt +%rnd to r1+!t on thir trn2th %nd

'%,n %nd to r!o2ni 'h%t th# ndd to "i+d on$ S!hoo+ t%!hr notd

th%t r%id !on1idn! +6+ h%d 3oiti6+# %11!td th '%# in 'hi!h o& 'nt on

to %33ro%!h thir d%i+# !hoo+'or,:

Stdnt !o&&nt:

It changed the way I think about myself# I used to be big headed and thought I knewit all but now I know I dont# 9alking to others in the grou" made me realise thereslots of stuff I dont know (student, year

&eeing what other "eo"le want to do has made me more aware of my o"tionsitsall about yourself really and it really hel"ed me (student, year 11

It hel"ed me to realise what I could and couldnt achieve (student, year 11

Im now more aware of hel"ing others (student, year

I learned what Im ca"able of (student year

its fun+++ It makes me more confident ("rimary school student

I had known some of the "eo"le in my grou" since I was B years old but I realisedthere was a lot you didnt know about "eo"le just from looking at the surface(student, year 1%

Im much more looking into the future rather than living sort of day2to2day# :efore Iwas just thinking about what homework I had to hand in and stuff like that# $nd

-7


25/37

although thats im"ortant youve got to look at the bigger "icture in your life and "lanahead and make sure that what youre starting off to do is actually what you reallywant to do and its im"ortant to decide that from the very start rather than get startedon something you may later regret (student, year 1%Ad+t !o&&nt:

they are starting to reali)e the "ossibilities because they are almost endless, withinreason, of what they can achieve# 9hats a tremendous asset if you can get in touchwith that early on in life, that life has tremendous "otential, lots of "ossibilities#(&outh Downs earning /entre learning grou" adviser, working with year As

$ll students could benefit from a bit of me timeit im"roves confidence and selfesteem which ultimately makes schooling a more enjoyable and successfule-"erience (school learning grou" adviser, working with year s

9he grou"s make them feel theyre not on their own =that will hel" them to build

themselves u" again it has a knock2on effect in the classroom (school learninggrou" adviser, working with year s

+. #aied motivation

Thr 'r !+%r 5%&3+ th%t th 3ro2r%&& h%d % 3oiti6 i&3%!t on tdnt>

&oti6%tion to +%rn$ Thi '% o"r6d in n&ro '%# %nd n!o&3%d % r%n2

o1 ot!o&$ Th 3ro! o1 n!or%2in2 tdnt to thin, %"ot 'h%t '%

i&3ort%nt to th& %nd th i&3t on t%&'or, %nd di!ion %33%rd

intr&nt%+ in thi$ In %ddition to thi= th !on!3t o1 tdnt !ontro++in2 %nd

&onitorin2 thir o'n +%rnin2 %+o %33%r to h%6 r%id thir &oti6%tion$ So&

53+%ind ho' th# h%d !o&3+td t%, on % 6o+nt%r# "%i "!% th# did not

'%nt to +t th 2ro3 do'n othr 53+%ind ho' h%6in2 % 3ron%+ t%, in th

+%rnin2 &%d th 'or, &or 'orth'hi+$

Stdnt !o&&nt:

ou didnt have to do the work at home but everyone didyou did it for the grou"(student, year

we could chose whether we did the tasks or notwe did the tasks because wewanted to not because we had to or because we might fail an e-am or something(student, year

-8


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youve got someone to answer to but its different from when its coming from a"arent or teacherworking in this ty"e of grou" its coming from yourself but youalso had a bit of encouragement behind you (student, year 1%

I only had three weeks to the ne-t meeting and I didnt have any e-cuses, I needed

to feed back to the grou" in order to "rogress (student, year 1%

they actually said, well, why dont you do this# Instead of just thinking about whatyou could do in the future, why dont you go to do it now (student, year 1%

In a classroom its very much like, you may not want to know about what they areteaching you# $nd, generally, if theres something that I dont really want to learnabout I dont "ay attention and I just muck around and try and do somethingdifferent# I find I work a lot better with the things that I want to do (student, year 1%#

I think Id say just to take it on yourself# Gather than waiting until it ha""ens in your

future do it now so you know it can ha""en# ?r, at least, get some e-"erience so youdont end u" doing something and, when youre doing it, reali)e you dont want to bedoing it# (student, year 1%

,. "mproved 0ehaviour

A 'ith r%id &oti6%tion th 11!t r+%tin2 to i&3ro6d "h%6ior in !hoo+ 'r

n&ro$ S+1&%n%2&nt %nd 3r %&nt 'r tho2ht to " ,# 1%!tor in

th i&3ro6in2 "h%6ior o"r6d %nd "oth L%rnin2 Gro3 Ad6ir %nd tdnt

r3ortd int%n! in 'hi!h th tdnt h%d &%n%2d th&+6 to 2r%t 11!t$

Th !hoo+ L%rnin2 Gro3 Ad6ir r!%++d o!!%ion on 'hi!h th# 'r

r3rid "# ho' '++ th tdnt %!!3td !o&&nt 1ro& %!h othr %nd on

tdnt 53+%ind ho' th 2ro3 d6+o3d % &t%+ r3!t 1or on %nothr= 'hi!h

&%d th 3r &%n%2&nt %!!3t%"+:

Stdnt !o&&nt:

you had your name on the board and if you did something wrong like swearing orkicking you would get a tick against your name, and then another tick and thenanother# 9hen he would have to leave the room and you would have a voteH do youreckon he should get kicked out, and then if we voted yes he would have to go#:ut after a while no one even had their name on the board (student, year 1%

*e hel"ed one "erson whose goal was to im"rove their behaviour in classtheytold us about situations and we discussed it and gave them advice (student, year

-


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Ad+t !o&&nt:

9he grou" were faced with a number of difficult situations e#g# a member of thegrou" snatching fruit and water at snack time# 9he grou" dealt with the situationvery "ositively as the "artici"ant agreed to the decision of the grou" (&outh Downs

earning /entre learning grou" adviser, working with year 3s

9he huge value is ideas from their "eersthey would say shut2u" and he wouldlisten far more (school learning grou" adviser, working with year As

?ne grou" member was chewing gum and stickers were snatched# $gain the grou"used its "ower to regulate the behaviour by challenging it according to the groundand school rules, then offering alternative suggestions on how the "erson couldhandle it better (&outh Downs earning /entre learning grou" adviser, working withyear 3s

?ne girl had an issue about her behaviour in class and for the first time ever shesat down and listened to what some of the other kids felt about her behaviour#9heclassic comment, which you hear every day that teacher hates me+ the kidssaid, well in fact thats not the case, this is what ha""ens, this is how we see youres"ond 2 it does have !uite an im"act (school learning grou" adviser, working withyear 1%s

-. &eveloped S1ill

Th 3%rti!i3%nt !itd % r%n2 o1 ,i++ th%t h%d "n +%rnd or d6+o3d in th

+%rnin2 2ro3 3ro!$ I&3ro6d 3+%nnin2= 3ro"+& o+6in2= r%r!h %nd t%&

3+%#in2 ,i++ 'r &ntiond % '++ % 2o%+ ttin2= ho'6r th &ot !o&&on

d6+o3&nt @otd 'r i&3ro6d %"i+iti to !o&&ni!%t= +itn %nd intr%!t

11!ti6+# 'ith othr$ Pri&%r# !hoo+ !hi+drn !+"r%td thir +%rnin2 "# di2nin2

!rti1i!%t 1or %!h othr in r!o2nition o1 thir %!hi6&nt:

Stdnt !o&&nt:

I am more confident at giving advice and better at listening and communicating with"eo"le (student, year

I learned how to set goals for myself (student, year 11

>eers have commented to me that I am able to communicate with others,es"ecially tutors at college (&' student now at college

it will hel" when I want to find out about things in the future (student, year 11

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it will hel" with study skills when I get to Eni as we wont be given muchhel"(student, year 13

we learned how to hel" ourselves and each other (student, year

$lthough I didnt actually achieve my goal I learned how to find out aboutlearningJ (student, year 13

develo"ed ability to find things out (student, year

we gained confidence s"eaking in a grou" (student, year 1%

a list of things we got from our learning grou" taking action, e-"loration, targets,motivation, strengths and weaknesses, develo"ment, "riorities, "ast, "resent andfuture, achievements(student, year

the main thing the learning grou" hel"ed me to do was taking action on things andnot just thinking about it I had to "ick u" the "hone and talk to a com"lete strangerwhich I wouldnt usually do (student, year 1%

one of the things we "rogressed in was develo"ing our own inde"endence in ourlearning (student, year 1%

0veryone in the grou" had goalsbut nobody really followed it u" until 6theearning .rou" $dviser7 came along and hel"ed us by giving us some idea abouthow to get thereonce I had the ideas I was able to follow it u" with my owninde"endent research (student, year 1%

9hrough doing this I think it made me take a ste" back and look at what wasim"ortant to me and how I could better organi)e my time and do everything to thebest of my abilities (student, year 1%

I think, it sort of set us u" with the idea that we do have the skills to go out and findthings out for ourselves and its just a case of being innovative about your owndevelo"ment# (student, year 1%

6we learned7 how to talk as a grou" = like dont interru"t ("rimary school student,year K

Ad+t !o&&nt:

the "rocess taught tolerance and res"ect to work as a grou"# &omething that ishard to re"licate in a home2school setting (inde"endent researcher,


29/37

either im"licitly or e-"licitly, from the work that they are doing# (secondary schoolassistant "rinci"le

9hey are learning to look beyond the teacher in the classroom and being told whatto do (school learning grou" adviser, working with year 1%s

9hey definitely learn new skillsdifferent a""roaches and skills that could be usedto solve their "roblemsinde"endenceteamwork (school learning grou" adviser,working with year 1%s

/. Long Term "mpact

Th %1or&ntiond 1d"%!, on ,i++ d6+o3&nt 22t th%t SML h% 3ro6d

"n1i!i%+ to th tdnt 'ho 'nt on into 1rthr %nd hi2hr d!%tion$ So&3%rti!i3%nt in thi td# h%d th "n1it o1 3 to thr #%r hindi2ht on SML %nd

th on2oin2 i&3%!t on thir &oti6%tion to +%rn %nd thir "h%6ior '% r!o2nid$

Stdnt di!d ho' thir %ttitd to'%rd +%rnin2 h%d !h%n2d %nd ho' SML

h%d r%id thir &oti6%tion to 3+%n %nd 'or, to'%rd thir 1tr$ Othr

!o&&ntd th%t %+tho2h th# 'r !3ti!%+ %t th ti&= th# r%+id on r1+!tion

Bt ho' "n1i!i%+ th +%rnin2 2ro3 h%d "n:

Stdnt !o&&nt:

it made me want to set more goals (student, now year 11

I feel more ca"able and determinedmore ambitious (student, now year

I learned about the courses I could do in year 1% I really wanted to do wellbecause otherwise they wouldnt let me on I had to get better grades (student,now year 1%#

we became more motivated and started to enjoy ourselvesmoving on and beingmore motivated about our futures (student, now year1%

*hen youre doing it I dont think, you dont always reali)e the benefits of it, butlooking back you do (student, now year13

I think I definitely benefited from it (student, now year 13

I think once you got into it more and you looked back on it, you reali)ed how muchit had hel"ed (student, now year 13

-


30/37

On !hoo+ o11rd %n 5%&3+ o1 'hr SML h%d "n % 1nd%&nt%+ 1%!tor in %

33i+> on2oin2 3ro2r$ For&%++# +%"++d % % ?tro"+d tdnt> th "o# h%d 2on

on to t%, %n in1or&d intrt in hi #%r 0. o3tion$ H %!ti6+# 3%rti!i3%td in

in1or&%tion ion %nd !!1++# &%n%2d hi 1in%+ GCSE +!tion 'ith no

3%rnt%+ 2id%n!$ Th !hoo+ 'r i&3rd 'ith th i&3ro6d +6+ o1 +1

&oti6%tion %nd &%trit# th%t h d&ontr%td in th #%r 1o++o'in2 hi SML

53rin!:

Ad+t !o&&nt:

he was more confident, ha""y and much more settled setting u" o"tions and

visits#### most students had their "arents to hel" but he did it entirely on his own

(school assistant director of year

In tr& o1 i&3ro6d "h%6ior on !hoo+ 1+t th%t 1or % 3%rti!+%r 2ro3 o1 "o#=

SML h%d "n ,# to % trn %rond in thir 3ro2r$ H%6in2 "n thro2h % n&"r

o1 di!i3+in%r# tr%t2i th "o# 'r on th d2 o1 5!+ion %nd 'r %id to

+%!, th %"i+it# to 1o! on %n# 2i6n t%,$ Th d3t# 3rin!i3+ 3o, o1 th !hoo+

r!ord= 'hi!h ho'd % &%r,d i&3ro6&nt in th "o#> "h%6ior= % &&"r o1

!hoo+ t%11

3o, o1 % tdnt 'ho "h%6ior h%d i&3ro6d 1or % 'ho+ #%r %nd on tdnt

d!ri"d ho' hi SML 53rin! h%d 3oiti6+# i&3%!td hi "h%6ior:

Stdnt !o&&nt:

I havent been in trouble for the last two yearsmy grades have gone u" and sohas my behaviour (student, year 1%

Ad+t Co&&nt:

?ne boys behaviour im"roved for a whole yearin a "ersonal review he identifiedthe learning grou" as the "ositive factor in the change of attitude (school assistantdirector of year, working with year 1%s

there has been a marked differencecertainly their behaviour has im"roved, theyare not getting sent out of class as often (secondary school de"uty "rinci"le, talking

about year As

4.


31/37

Wh# &i2ht SML 'or, + '++9

So& tdnt 'r in6o+6d 'ith +%rnin2 2ro3 'hi!h h%d "n 1%!i+it%td "#

&&"r o1 nont%!hin2 !hoo+ t%11$ Th &%Borit# o1 tdnt in6o+6d in th

2ro3 r3ortd 3oiti6 53rin!= ho'6r on tdnt r!%++d hr

di%33oint&nt 'ith th 3ro2r%&&:

I really wanted to do it because I thought it would be a good e-"erienceat thestart it was cool but it got like really boring cos we just did the same thing

he didnt really do what he said we would doreaching goals and doing things thatwould be useful for our futures (school student, year

Whn @tiond 1rthr thi tdnt indi!%td th%t h 1+t th r%on 1or hr 3oor

53rin! 'r to do 'ith +%!, o1 tr!tr= 1o! %nd ti& %nd h h%d no

r!o++!tion o1 !r%tin2 % 1or&%+ +%rnin2 %2r&nt$ Anothr tdnt= %+tho2h &or

nthi%ti! %"ot hr 53rin!= %+o r6%+d i&i+%r i$ Sh 3o, %"ot %

+%!, o1 %!ti6iti %nd %n o&iion o1 %n nd ion in 'hi!h thir +%rnin2 2o%+

'r r6i'd %nd %d$ Th !o&&nt !%& in !ontr%t to tho tdnt

in6o+6d 'ith +%rnin2 2ro3 'ith Soth Do'n L%rnin2 Cntr t%11$ Th# t%+,d

nthi%ti!%++# %"ot th %!ti6iti th# h%d don= &ntionin2 tri3 to +o!%+

"in= 6iit 1ro& %thor %nd 1oot"%++ !o%!h= 1in%+ 3rnt%tion %nd nd

6nt$

Stdnt 'ho 3%rti!i3%td in !hoo++d +%rnin2 2ro3 &%d no &ntion o1 !h

%!ti6iti %nd %+tho2h 33orti6 o1 SML= th t%11 %2rd th%t thr 'r ti&

'hn th +%rnin2 2ro3 h%d not 2on to 3+%n$ M%int%inin2 th tr!tr o1 SML in

!hoo+ 3ro6d di11i!+t 1or o& %nd 2ro3 &tin2 'r o&ti& !%n!++d$

O6rtrt!hd ror! %nd 3ro"+& 'ith ti&t%"+in2 'r "+%&d= %+on2id

i o1 +%!,in2 +1!on1idn! %nd on2oin2 tr%inin2:

40


32/37

I dont feel e-"erienced enoughthe "erson leading the grou" needs to beconfident enough to let the grou" go in whatever direction it needs to go inthatssomething I need to learn (school learning grou" adviser

there is not the ca"acity to train more and the 6staff7 have so many things they have

to do, there is a s!uee)e to do everything they need to do (de"uty "rinci"le

the reality is hardthey 6the students7 have to miss out on >L&/0 and I think thatsreally im"ortant but its difficult and theres not the fle-ibility Im always juggling(school learning grou" adviser

4-


33/37

E%AL2AT"ONS AN& CONCL2S"ONS

O6r%++ th tdnt 53rin! o1 SML h% "n 3oiti6 %nd th nthi%& %nd

r3!t 1or th 3ro2r%&& '% 6r# %33%rnt$ Th 1rh %33ro%!h to +%rnin2 '%

'id+# '+!o&d "# !hoo+ tdnt %nd thir t%!hr %33r!i%td ho' it h%d

n%"+d o& #on2 3o3+ to r6%+ 3ron%+ @%+iti not 3r6io+# r!o2nid$

Th &%++ 2ro3 tr!tr 3ro6idd tdnt 'ith th ti& %nd %ttntion th# ndd

to 1++# n2%2 in th 3ro! o1 3ron%+i%tion %nd th 6idn! 1ro& thi %&3+

22t th%t it '% !!1+ in d6+o3in2 tdnt> %'%rn o1 th&+6

%nd th '%# in 'hi!h th# +%rn$

P+%!in2 tdnt %t th !ntr o1 th +%rnin2 3ro! %++o'd indi6id%+ to 1o! on

th i th%t !on!rnd th& %nd h+3d to !r%td % r+%5d %nd 3rr 1r

n6iron&nt$ Th 3oiti6 %nd 1+5i"+ %t&o3hr %33%r to h%6 "n nh%n!d

"# th 33ortin2 %nd 1%!i+it%ti6 ro+ o1 th L%rnin2 Gro3 Ad6ir %nd th

!on1idnti%+it# !+% th%t 3ro6idd tdnt 'ith % %1 +%rnin2 3%! in 'hi!h to

53+or thir nd$ SML i di2nd to %++o' tdnt th 1rdo& to %ddr thir

+%rnin2 nd "#ond th !on1in o1 th !+%roo& %nd ot into th r%+ 'or+d %nd

th 11!t o1 thi 'r !+%r$ M%,in2 !onn!tion "t'n +%rnin2 %nd +i1

d&%nd '% n % % trn2th o1 th 3ro2r%&& %nd h% 3oiti6 i&3+i!%tion 1or

th !on!rn 53rd "# &3+o#r %nd 2o6rn&nt "odi r2%rdin2 th

3r3%r%tion o1 #on2 3o3+ 1or 1tr +i1 %nd 'or, (DTI= 0


34/37

thi !ontind "#ond th +%rnin2 2ro3 %nd into thir d%i+# +i6$ Thi 6idn!

33ort th "+i1 th%t n!or%2in2 tdnt to %!ti6+# n2%2 in th +%rnin2

3ro! +%d to %n in!r% in th @%+iti %nd % d6+o3&nt o1 'h%t

Cnnin2h%& (0$

Thr 'r 3oiti6 r3ort th%t SML h%d i&3%!td th "h%6ior %nd &oti6%tion o1

&%n# tdnt$ Lin, 'r &%d "t'n th !! o1 +1&%n%2&nt= 3r

%&nt %nd !o++%"or%ti6 %33ro%!h to +%rnin2 %nd th '%# in 'hi!h th

h%d 3ro6idd &oti6%tion 1or i&3ro6d "h%6ior %nd 1o!d +%rnin2 'ithin th

2ro3$ Lon2tr& "n1it 'r %+o o"r6d %nd th %33%r to h%6 t&&d

1ro& th 3ro! o1 thin,in2 %nd %!tin2 on 1tr %3ir%tion %nd 1ro& r%id +6+

o1 !on1idn! %nd +1t&$

Not%"+#= 1' t%+,d o1 th ot!o& o1 3!i1i! 2o%+ or o1 d6+o3in2 &or

tr%dition%+ 1or& o1 ,no'+d2= ho'6r thi do not n!%ri+# 22t it did not

t%, 3+%!$ Th r+%5d t#+ o1 3ro2r%&& 6%+%tion %nd r%r!h n!or%2d th

3%rti!i3%nt to t%+, %"ot th 53rin! th%t 'r &ot i&3ort%nt to th& %nd th#

!ho to di! +%rnin2 in tr& o1 th d6+o3&nt o1 ,i++= %ttitd= 3ro!

%nd @%+iti$ Ho'6r= th# did %+o t%+, o1 th ,no'+d2 th# h%d 2%ind 1ro& th

3o3+ %rond th& %nd o1 th '%# in 'hi!h it h%d h+3d$ An %i& o1 SML i to

d6+o3 ,no'+d2 o1 on+1 %nd o1 othr= % '++ % &or tr%dition%+ &od

(Cnnin2h%&= 0 53rin! o1 SML '% 3oiti6 "t thi td# did

hi2h+i2ht !ir!&t%n! in 'hi!h th 3ro! &i2ht 2o + '++$ Int%n! 'hn

tr!tr %nd 3ro! h%d "ro,n do'n 'r idnti1id in +%rnin2 2ro3 +d "#

!hoo+ 1%!i+it%tor= %nd th ot!o& o1 o& o1 th 2ro3 'r 1ond to " +

!!1+$ In hi "oo,= Cnnin2h%& (0


35/37

!ontro+$ Th !o++!ti6 1indin2 'r 1%6or%"+ %nd th !on!+ion r%!hd in thi

3roB!t r1+!t th%t o1 % td# !ond!td "# %nothr tdnt 1ro& th Uni6rit# o1

*ri2hton$ Th%t r3ort !on!+dd:

&tudents who have "artici"ated in an &' learning grou" are able to

describe their im"roved ability to communicate with others, es"ecially adults# 9hey

found that after a short "eriod of time disru"tive behaviour is a thing of the "ast and

that this is successfully managed by the "eer grou"# 9he students have a strong

sense of self2worth and are aware of their ability to be self2managing once they

move on into higher education or work# Cor younger children the im"act of &' is

similar, with students as young as eight able to link their e-"eriences with enhanced

feelings of self2worth and the ability to acknowledge and manage some behaviour

issues# 9hrough &' the 6&outh Downs earning7 /entre has been able to "rovide

su""ort for its learners who were disaffected in the standard school system#

>erha"s most im"ortantly the most often cited im"ression of &' is that it is

an enjoyable "rocess# &tudents are aware that they get treated as e!uals and that

this is what enhances their feelings of self worth

(ittle,


36/37

*I*LIOGRAPH

Cntr 1or S+1 M%n%2d L%rnin2 (-...) &elf 'anaged earning# Pro&otion%+*oo,+t$ *ri2hton: Cntr 1or S+1 M%n%2d L%rnin2

Cnnin2h%&= I (0 in Hod2on= V= M%nn= S JSn++= R (0


37/37

S'%nn= (0

Documents

SDLC Research Paper Nicky Graham (1)