What makes a “good” independent learner? We might point to those students who can effectively revise for an exam.

But revision is just the tip of the iceberg; beneath the surface, such students have the honed habits of learning that make revision more successful.

Students who do not have these habits are unlikely to be able to plan their time effectively, follow instructions properly or select appropriate methods of completing work.

To develop as independent learners, students need to know what they are doing and why.

Put simply, as outlined in the 2021 Education Endowment Foundation report on metacognition and self-regulated learning, they must learn “to think about their learning”. 

Alongside this, students need to frequently practise independent learning strategies in and outside of the classroom.

Dunlosky’s toolkit

At Heathfield Community College, we turned to research to support our students to do this.

Specifically, we looked at John Dunlosky’s work on “strengthening the student toolbox”, which reviews 10 different learning strategies commonly used by students and classifies them on a spectrum of effectiveness. 

Dunlosky points out that the strategies can be effective at different times, in different contexts and for different subjects - so even the least effective strategy will still have some value. 

Teachers and students therefore need an understanding of which strategies to use and when.

Read more:

• John Dunlosky’s guide to building better learners
• What is the best way to revise for GCSEs and A levels?
• What is self-explanation and how does it work?

Last year, we began to build this understanding by leading whole-school continuing professional development for teachers around the strategies in the toolbox, reflecting on which are most effective in particular subjects.

We also gave staff opportunities to collaboratively plan how to model the strategies with students, accompanied by a subject-specific rationale to convey to students from Years 7 to 13.  

Following this, teachers were asked to roll the strategies out with their classes. 

Embedding independent learning strategies

Our own internal research shows that students who are effective in their independent learning perform, on average, a half to a whole grade higher at key stage 4 than those who are not.

It also shows that these habits are often secured throughout key stage 3. Therefore, all our students are learning about the strategies. 

However, those in exam years (Years 11 and 13) have dedicated, taught sessions at the start of the academic year that introduce Dunlosky’s toolbox.

Each strategy is explained, along with its relative usefulness and at which stage of revision it will be most effective.

In addition, personalised revision timetables help to ensure that revision is distributed over time, moving away from mass practice (“cramming”) and supporting students to better manage their time.

Different subjects have focused on different strategies but overall, those classified by Dunlosky as “very effective” have been used most frequently.

For example, in English, teachers have focused on interleaving and distributed practice to design better-targeted revision and homework programmes at KS4 and 5.

Meanwhile in science, consistent, subject-specific revision lessons have been complemented by independent revision tasks designed to interleave and distribute core knowledge and build confidence. 

In PE, practice testing has been combined with regular, low-stakes Google Form quizzing.

Teachers have also explicitly taught students how to highlight exam questions effectively, meaning they can approach exam questions with minimal teacher input.

This includes routinely highlighting command words, underlining key words related to theory and circling words related to sporting context.

In history, weekly homework has been designed to distribute practice and interleave content, meaning that students revisit knowledge in short chunks and rehearse similar types of questions weekly.

Teachers report that students appreciate the process and importance of distributed practice and interleaving, but also know what to expect of their homework and how long it will take.

Working-memory load is also reduced; students are not spending time worrying about how to complete the homework, so are more focused on the content and better able to meet deadlines.

Independent learning: getting parents on board

To get parents on board, we shared a parent-friendly version of the toolbox electronically and through in-person workshops.

We also created and shared videos showing the strategies being used in specific subjects.

This empowered parents to recognise effective revision and to feel more confident supporting their children.

This was important as, previously, our own research had indicated that confidence was a barrier to parental engagement, and that this affected student commitment to independent practice. 

There have been a lot of layers to this new approach. But how well is it all working? So far, we have some early indications of success:       

• In history, data shows that students who regularly missed homework deadlines in the previous academic year are now missing fewer  - some have missed none. This suggests new approaches to homework are beginning to help students learn how to better manage their time.
• In science, student voice has been exceptionally positive, with surveys at the end of last year showing that students felt they were better independent learners, compared with September.      
• Parent-voice surveys have shown an increased proportion feel they know how to support their children with learning and understand the importance of routine and study habits.
• Anecdotally, students sitting external exams at the end of last year seemed more motivated and driven than in previous years.

These findings are encouraging, but to make sure the success continues, it’s vital that we maintain momentum.

We must now fully embed a shared culture based on Dunlosky’s research and continue to provide teachers with the time to collaborate and plan for strategies to be explicitly taught in lessons. 

As priorities for whole school improvement naturally evolve over time, there must be a concerted effort to keep these methods at the fore.

Ensuring that all students become successful independent learners is not going to happen immediately, but a persistent, consistent focus on these strategies will make this outcome more likely, thanks to the blueprints laid down in Dunlosky’s paper.

Emma Smith is head of history and research and pedagogy lead at Heathfield Community College in East Sussex