THE STUDENT EXPERIENCE OF

SELF MANAGED LEARNING (SML):

EVIDENCE FROM RESEARCH
With Introd!tion "# Dr$ Gr%h%& D%'()
*# Ni!o+% S%n,(#
M%r!h -../
CONTENTS
0$ An introd!tion to S(+1 M%n%2(d L(%rnin2 (SML)
"# Dr$ Gr%h%& D%'() 3%2( 4
-$ Th( Std(nt E53(ri(n!( o1 S(+1 M%n%2(d L(%rnin2 (SML):
(6id(n!( 1ro& r()(%r!h 3%2( 0.
4$ Introd!tion 3%2( 0.
7$ R()(%r!h Str%t(2# 3%2( 00
8$ E&3iri!%+ R()(%r!h E6id(n!( 3%2( 0-
Wh%t did th( )td(nt) +i,( %"ot SML9 3%2( 0-
Ho' '%) it "(n(1i!i%+ to )td(nt) %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:
-
AN INTRODUCTION TO SELF MANAGED LEARNING (SML)
Dr Gr%h%& D%'()
Th( S(+1 M%n%2(d L(%rnin2 %33ro%!h '%) !r(%t(d "# Pro1())or I%n Cnnin2h%& in
0<;/= dr%'in2 on hi) (53(ri(n!() o1 %!tion +(%rnin2 %nd ind(3(nd(nt )td# %nd
nd(r3inn(d "# Gr(2or# *%t()on>) th(or# o1 +(6(+) o1 +(%rnin2 (*%t()on "ro2ht th(
!on!(3t o1 ?+(%rnin2 to +(%rn> to th( "(h%6ior%+ )!i(n!())$
S(+1 M%n%2(d L(%rnin2 i) % )tr!tr(d %33ro%!h to +(%rnin2 'ith th( 1o++o'in2 t'o
&%in (+(&(nt): th( L(%rnin2 A2r((&(nt %nd th( L(%rnin2 Gro3$
Learning Agreement. Th( %2r((&(nt i) "(t'((n th( )td(nt= 'ho nd(rt%,() to
3r)( th(ir +(%rnin2 2o%+)= %nd th( +(%rnin2 2ro3= 'ho nd(rt%,( to )33ort th(&
in thi)$ Th( L(%rnin2 A2r((&(nt !o&3ri)() th( )td(nt>) %n)'(r) to 1i6( @()tion):
0$ Wh(r( h%6( I "((n9
-$ Wh(r( %& I no'9
4$ Wh(r( do I '%nt to 2(t to9
7$ Ho' 'i++ I 2(t th(r(9
8$ Ho' 'i++ I ,no' I h%6( %rri6(d9
Th( 1i6( @()tion) 3ro6id( % ro")t 1r%&('or, 1or 2o%+A)(ttin2= "rin2in2 th( )td(nt>)
%tt(ntion to 3%)t (53(ri(n!() 'hi!h &%# "( r(+(6%nt to % 3r()(nt 2o%+= h%) th(&
(5%&in( 'h(r( th(# %r( no' in r(+%tion to 'h(r( th(# '%nt to 2(t to ()o&(thin2
o1t(n i2nor(d 'h(n th( 1o!) i) too (5!+)i6(+# on th( 2o%+)= %nd r(@ir() &(%)r()
"# 'hi!h )!!()) 'i++ "( (6%+%t(d (%++ too 1r(@(nt+# &i))in2 1ro& (6(n !or3or%t(
!h%n2( initi%ti6())$
Learning Group. Thi) !o&3ri)() )i5 )td(nt) (o1 ro2h+# th( )%&( %2() 'ith %n
%d+t +(%rnin2 2ro3 %d6i)(r$ Th( +(%rnin2 2ro3 %d6i)(r i) not % )"B(!t (53(rt= th(ir
(53(rti)( i) in +(%rnin2$ Th(ir ro+( 'ithin th( 2ro3= o6(r %nd %"o6( th%t o1 %n# oth(r
2ro3 &(&"(r= i) to (n)r( th%t th( )tr!tr( o1 th( +(%rnin2 2ro3 &((tin2) i)
%dh(r(d to %nd th%t th( 1o!) on +(%rnin2 i) &%int%in(d$ Th( "od# o1 th( +(%rnin2
2ro3 &((tin2 i) 'h(r( (%!h )td(nt h%) th(ir ?indi6id%+ ti&(>$ Drin2 thi) 3(riod
th(# %r( th( 1o!) o1 th( 2ro3>) %tt(ntion$ Th( )td(nt i) %"+( to d(!id( ho' th(#
4
'i++ )( th(ir ti&($ Fr(@(nt+#= th(# 'i++ "( r(3ortin2 %!ti6iti() nd(rt%,(n to'%rd on(
or &or( o1 th(ir 2o%+) %nd th( n(5t )t(3) th(# %r( !ont(&3+%tin2$ Th( oth(r 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( &%tt(r di11(r(nt+# %nd 'h%t th(# h%6( +(%rnt 1ro&
th(ir (53(ri(n!()$ In !on)id(rin2 th(ir n(5t )t(3) th(# !o+d 1ind th(&)(+6()
!h%++(n2(d "# th( 2ro3 i1 it i) 1(+t th(# %r( i2norin2 (ith(r 3ot(nti%+ 3ro"+(&) or
3ot(nti%+ o33ortniti()$ A )td(nt &i2ht %+)o !hoo)( to )( th( 2ro3= in th(ir
indi6id%+ ti&(= to h(+3 th(& d(6i)( @()tion) 1or % 6i)it th(# %r( nd(rt%,in2 to 1ind
ot %"ot % 3o))i"+( 1tr( !%r((r$ Th(# &i2ht %+)o 'i)h to r(h(%r)( )o&(thin2 th(#
%r( 2oin2 to do )o %) to 2(t 1((d"%!, on th(ir 3(r1or&%n!($
Wh(n it i) )o&(on( (+)(>) indi6id%+ ti&(= )td(nt) %r( (53(!t(d to 2i6( th(ir
%tt(ntion %nd to %), @()tion) i1 th(r( i) )o&(thin2 th(# don>t nd(r)t%nd= or 'h(r(
th(# thin, % )td(nt i) i2norin2 %n i&3ort%nt 1%!tor "(%rin2 on th(ir 3+%n)= 3(rh%3)
o11(rin2 %))i)t%n!( i1= 1or in)t%n!(= th(# !o+d introd!( % )td(nt to % r(+%ti6( 'ho i)
1o++o'in2 th( 6(r# !%r((r th%t )td(nt i) !ont(&3+%tin2$ In th(ir indi6id%+ ti&(= th(n=
% )td(nt>) 3ro3o)(d 3+%n)= or %n# di11i!+ti() th(# h%6( !o&( 3on in 3r)in2
th(&= !%n "(n(1it 1ro& th( di11(r(nt 3(r)3(!ti6() o1 th( 1i6( oth(r )td(nt) %nd th(
+(%rnin2 2ro3 %d6i)(r$
A) thi) "ri(1 ),(t!h o1 th( L(%rnin2 A2r((&(nt %nd th( L(%rnin2 Gro3 'i++ h%6(
&%d( !+(%r= S(+1 M%n%2(d L(%rnin2 (n!or%2() in % )td(nt not on+# ind(3(nd(n!(=
o1 "oth tho2ht %nd %!tion= "t %+)o int(rd(3(nd(n!( A th( %"i+it# to 'or, 'ith oth(r)
%nd to dr%' on th(ir (53(ri(n!(= th(ir ,no'+(d2(= th(ir 3(r)3(!ti6() %nd th(ir
%))i)t%n!( %nd= in trn= to !ontri"t( thi) th(&)(+6() to th(ir 1(++o' 2ro3 &(&"(r)$
Mo)t )td(nt) 1ind th(ir +(%rnin2 2ro3 % )33orti6( (n6iron&(nt= (6(n 'hi+( it i)
'h(r( th(# %r( &o)t +i,(+# to "( !h%++(n2(d (%"ot ho' th(# %r( thin,in2 %"ot or
2oin2 %"ot %!hi(6in2 th(ir 2o%+)C or th(ir "(h%6ior in th( 2ro3= !o&( to th%t)$
Drin2 %n SML 3ro2r%&&( % +(%rnin2 2ro3 &%#= 3ro&3t(d "# % )td(nt>) +(%rnin2
2o%+)= 2o ot to 6i)it % 'or,3+%!( or hi2h(r (d!%tion%+ ()t%"+i)h&(nt$ A+t(rn%ti6(+#=
%n (5(&3+%r o1 % 3%rti!+%r 3ro1())ion or %"i+it# &%# "( in6it(d into th( +(%rnin2
2ro3 &((tin2 to "( int(r6i('(d "# % )td(nt '%ntin2 to 2%in in)i2ht into % 'or+d o1
(53(ri(n!( 'hi!h i) n,no'n to th(&$ Th()( %r( B)t )o&( o1 th( '%#) in 'hi!h
7
)td(nt) !%n 3r)( th(ir +(%rnin2 %nd th()( !%n "( 6%+%"+( in "rin2in2= 1or
in)t%n!(= !%r((r o3tion) to +i1($ A++ too o1t(n= )td(nt) %r( &%,in2 !hoi!() %"ot th(ir
1tr( 'ith 6(r# +itt+( ,no'+(d2( o1 'h%t th()( 'o+d r(%++# &(%n to th(&$
S(+1 M%n%2(d L(%rnin2 i) not %n n)tr!tr(d %33ro%!h$ D(t= it do() %++o' % +ot o1
1r((do& to th( )td(nt$ Thi) &%# )((& !ontr%di!tor# in th%t (d!%tion%+ thin,in2
t(nd) to )(( % !on1+i!t "(t'((n Str!tr( %nd Fr((do&$ W( h%6( to!h(d on )o&(
o1 th( )tr!tr( in %n SML 3ro2r%&&($ E6(r# )td(nt i) r(@ir(d to !r(%t( %
L(%rnin2 A2r((&(nt %nd (6(r# +(%rnin2 2ro3 &((tin2 i) or2%niE(d %rond th(
)td(nt)> indi6id%+ ti&( )+ot)$ Ho'(6(r= th( !hoi!( o1 +(%rnin2 2o%+) +i() 'ith th(
)td(nt %) do() th( !hoi!( o1 ho' th(# 'i)h to )( th(ir indi6id%+ ti&(C th( on+#
r()tri!tion i) th%t th(# do h%6( to h%6( +(%rnin2 2o%+) %nd th(# do h%6( to )( th(ir
indi6id%+ ti&( 1or )o&(thin2 r(+(6%nt to th(ir +(%rnin2$
Th( S(+1 M%n%2(d L(%rnin2 3ro!()) o3(r%t() in % di11(r(nt '%# to th%t 1ond=
t#3i!%++#= in th( )!hoo+ !ont(5t$ Whi+( th( 3ro!()) )33ort) )td(nt) in 3r)in2 th(ir
)3(!i1i! +(%rnin2 2o%+) th( %i& 2o() "(#ond tho)( 2o%+)$ A1t(r %++= it i) o"6io) th%t
&%n# thin2) '( +(%rn tod%# 'i++ "(!o&( o")o+(t( to&orro'$ Th( &%in %i& i) to h(+3
)td(nt) to "(!o&( %!ti6( +(%rn(r)$
Within &o)t )!hoo+ %!ti6it#= th( 3ro!()) i) on( in 'hi!h th( t(%!h(r t%,() th(
initi%ti6( in t(r&) o1 'h%t i) to "( +(%rnt drin2 % 3%rti!+%r +())on %nd ho' it i) to "(
+(%rnt$ *# r(&o6in2 th( n((d 1or )td(nt) to initi%t( th( Wh%t %nd Ho' o1 th(ir
+(%rnin2= thi) !%n (n2(nd(r % d(3(nd(n!( on th( t(%!h(r %nd % 2(n(r%+ 3%))i6it# in
r(+%tion to +(%rnin2$ In +%t(r +i1(= +(%rnin2 i) r%r(+# 3ro6id(d on thi) "%)i)$
For ro2h+# t'(nt#A1i6( #(%r)= S(+1 M%n%2(d L(%rnin2 3ro2r%&&() '(r( d()i2n(d
1or %d+t) 'or,in2 in or2%ni)%tion)= %nd not 1or )!hoo+A%2( )td(nt)$ Pro2r%&&()
too, 3+%!( 'ithin )in2+( or2%ni)%tion) or '(r( 3"+i! 3ro2r%&&() 'ith 3%rti!i3%nt)
1ro& di11(r(nt or2%ni)%tion)= %nd th( +%tt(r '(r( o1t(n 1or 3o)tA2r%d%t( @%+i1i!%tion)
3 to M%)t(r) +(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 th(ir )!hoo+ #(%r)$ For in)t%n!(=
% &%n%2(r in %n or2%ni)%tion 1ind) h( i) h%6in2 di11i!+t# 'ith t(%&A'or,in2$ Ot)id(
o1 th( )3ort) %r(n%= thi) i) not % 1o!) o1 )!hoo+ %!ti6it#C on th( !ontr%r#= th(
8
t(nd(n!# i) to !rt%i+ int(r%!tion "(t'((n )td(nt) in th( !+%))roo&$ D(t th( %"i+it# to
2(t on 'ith oth(r 3(o3+( %nd to 'or, 'ith th(& int(rd(3(nd(nt+# i) 6%+(d "#
or2%ni)%tion)$
S!h in)t%n!() +(d to % d()ir( to !ontri"t( to th( 3ro6i)ion 1or )td(nt) o1 )!hoo+A
%2($ W( %+)o 1ond th%t &%n# in or2%ni)%tion) h%d &%int%in(d th(ir r%th(r 3%))i6(
%33ro%!h to +(%rnin2$ Thi) '%) )((n in th( t(nd(n!#= 'h(n 1%!(d 'ith th(
id(nti1i!%tion o1 d(6(+o3&(nt n((d)= to (53(!t th%t th(r( 'o+d "( % !or)( th(#
!o+d t%,( to %ddr()) th(&$ Ato&%ti!%++# )((,in2 th( !+o)()t thin2 to th( !+%))roo&
d(&on)tr%t(d % +%!, o1 !on1id(n!( in th(ir %"i+it# to +(%rn nd(r th(ir o'n )t(%&$ It
'%) thi) th%t or SML 3ro2r%&&() in or2%ni)%tion) '(r( d()i2n(d to %ddr()) %nd
'( tho2ht '( &%# "( o1 2r(%t(r )(r6i!( "# %+)o %ddr())in2 it (%r+i(r in +i1($
Thi) "rin2) ) to th( 3i6ot%+ 3oint 1or (6(r# +(%rnin2 %nd d(6(+o3&(nt 3ro1())ion%+:
#o !%nnot do on+# on( thin2$ Th( +(%rnin2 3ro!()) i) %+'%#) ?t(%!hin2> )o&(thin2
(+)( oth(r th%n th( int(nd(d !ont(nt$ L(%rnin2 h%33(n) on di11(r(nt +(6(+) %t th(
)%&( ti&($ A) '( h%6( o")(r6(d= th( 1o!) o1 % )"B(!t t(%!h(r &i2ht "( on th(
!ont(nt o1 th(ir +())on 'hi+( th(r( i) %noth(r +(%rnin2= th%t o1 d(3(nd(n!( %nd
3%))i6it#= t%,in2 3+%!( %t %noth(r +(6(+$ Th%t +(%rnin2 o1 d(3(nd(n!( %nd 3%))i6it# i)
o3(r%tin2 %t % hi2h(r +(6(+ o1 2(n(r%+iE%tion %nd= th(r(1or(= %tt%!h() to +(%rnin2 it)(+1
r%th(r th%n to th( )3(!i1i!) o1 th( +())on>) !ont(nt$ It i) %+)o &or( %")tr%!t %nd &!h
+()) %&(n%"+( to !on)!io) r(!o2nition$ A )td(nt &i2ht "( %"+( to r(3(%t th(
)"B(!t !ont(nt o1 th( +())on= "t th(# 'i++ not "( %"+( to t(++ #o 'h%t th(# h%6(
+(%rnt %t thi) hi2h(r +(6(+$ Addition%++#= in or or2%ni)%tion%+ 'or, '( '(r( !on1ront(d
'ith th( 1%!t th%t= 'hi+( &!h o1 th( )"B(!t !ont(nt o1 th( )!hoo+ #(%r) 1%d(d o6(r
ti&(= th()( &or( %")tr%!t +(%rnin2) t(nd(d to r(&%in$
T%,in2 %!!ont o1 th()( th(or(ti!%+ !on)id(r%tion) &(%n) "(in2 !o2niE%nt o1 th(
hi2h(r +(6(+ +(%rnin2) +i,(+# to %ri)( 1ro& 'h%t(6(r +(%rnin2 3ro!()) i) "(in2
3ro3o)(d$ In th( !%)( o1 S(+1 M%n%2(d L(%rnin2= th( r(@ir(&(nt th%t th( )td(nt
id(nti1# th(ir o'n +(%rnin2 2o%+) (r%th(r th%n th()( "(in2 h%nd(d do'n "# )o&(on(
(+)() %nd to 1i2r( ot ho' th(# 'i++ 2o %"ot %!hi(6in2 th(& (r%th(r th%n thi) "(in2
d(!id(d "# )o&(on( (+)() (nh%n!() th( +i,(+ihood o1 th( )td(nt d(6(+o3in2 %) %n
%!ti6( +(%rn(r= )o&(on( 'ho !%n )(+1A&%n%2( th(ir o'n +(%rnin2$ O1 !or)(= 'h%t
:
&i2ht %t 1ir)t %33(%r %) 'ond(r1+ 1r((do&) !%n "( @it( % !h%++(n2( 'h(n )td(nt)
%r( 1%!(d 'ith r()3ondin2 to th(&$ Th) th( i&3ort%n!( o1 th( )33ort o1 th(
+(%rnin2 2ro3 in h(+3in2 2ro3 &(&"(r) to thin, thro2h th(ir !hoi!() %nd (n+%r2(
th(ir )(n)( o1 th( 3o))i"i+iti() o3(n to th(&$
Ni!o+% S%n,(#>) !o&3i+%tion= o1 r()(%r!h )tdi() %nd (6%+%tion) o1 S(+1 M%n%2(d
L(%rnin2 3ro2r%&&() in )!hoo+)= !%3tr() th( )td(nt (53(ri(n!( o1 SML$ It
%ddr())() th( !h%++(n2( th%t !o&() 3 'h(n )3(%,in2 to )!hoo+ t(%!h(r) o1 thi)
%33ro%!h= n%&(+#= FWh%t (6id(n!( do #o h%6( th%t thi) 'or,) %nd th%t it h%) %n#
"(n(1i!i%+ (11(!t "(#ond th( +(n2th o1 th( 3ro2r%&&(9G
(P%r(nth(ti!%++#= )!h % !%++ do() not n(!())%ri+# )i2ni1# % 'i++in2n()) to "(
3(r)%d(d "# )!h (6id(n!(C it i) o1t(n th( r()ort o1 tho)( )((,in2 % B)ti1i%"+(
(5!)( 1or di)&i))in2 th( &%tt(r$)
Int(r()tin2+# (no2h= th( @()tion %"o6( '%) "ro2ht 3 'ithin % 2ro3 o1 t(%!h(r)
%nd +(%rnin2 %))i)t%nt) 'hi!h h%33(n(d to in!+d( % t(%!h(r 1ro& on( o1 t'o
)!hoo+) 1(%tr(d in % DVD on or 'or,$ Th%t t(%!h(r h%d not "((n in6o+6(d in th(
3ro2r%&&( %nd '%) %t th( &((tin2 h%6in2 h(%rd %"ot SML %nd "(in2 int(r()t(d in
+(%rnin2 &or($ In r()3on)( to %noth(r t(%!h(r 3ttin2 th( @()tion to )= h(
&(ntion(d th%t h( h%d h%d % !%r((r di)!))ion 'ith on( o1 th( )td(nt) )ho'n in th(
DVD$ Unti+ h%6in2 B)t )((n hi& in th( DVD h( h%d not r(%+iE(d thi) )td(nt h%d
"((n 3%rt o1 %n SML 3ro2r%&&( %nd h( no' )%id thi) (53+%in(d )o&(thin2 'hi!h
h%d 3EE+(d hi& %"ot th(ir !on6(r)%tion$ T#3i!%++#= h( 1ond )td(nt) i++A3r(3%r(d to
di)!)) th(ir 1tr($ E6(n tho)( 'ho h%d )o&( id(% o1 'h%t th(# '%nt(d to do
)%++# h%d tho2ht +itt+( %"ot 'h%t 'o+d "( in6o+6(d %nd 'h%t it 'o+d r(@ir( o1
th(&$ Thi) )td(nt h%d )r3ri)(d hi& "# %rri6in2 1++# 3r(3%r(d %nd '(++A%"+( to
%rti!+%t( hi) 3+%n) 1or hi) 1tr($ H( h%d d(!id(d h( '%nt(d to 3r)( % !%r((r in
&)i!$ Ho'(6(r= h( nd(r)tood hi) 3%r(nt)> !on!(rn o6(r th( n!(rt%int# o1 )!h %
3ro1())ion %nd h%d d(!id(d %+)o to nd(rt%,( oth(r @%+i1i!%tion) 'hi!h h( !o+d 1%++
"%!, on i1 +i1( %) % &)i!i%n 3ro6(d too nr(+i%"+($ Th( t(%!h(r too, thi) %) (6id(n!(
th%t th(r( h%d "((n +on2(rAt(r& (11(!t) 1ro& th( SML 3ro2r%&&($
;
Thi) '%) do"+# int(r()tin2 in th%t th( d(t%i+ o1 th()( 1tr( 3+%n) h%d not "((n
)o&(thin2 th( )td(nt h%d 'or,(d 3on drin2 hi) ti&( on th( SML 3ro2r%&&($ A)
'ith %++ )td(nt)= h( h%d "((n (n!or%2(d to thin, %"ot hi) 1tr( %nd 'h%t h(
'%nt(d 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&3r())(d th( t(%!h(r= '(r( not % r()+t o1 %))i)t%n!( h( h%d
r(!(i6(d in th( +(%rnin2 2ro3 "t o1 'h%t h( h%d 2%in(d 1ro& th( 3ro!()) %nd "((n
%"+( to t%,( 1or'%rd into hi) +i1( %1t(r th( 3ro2r%&&($
Th%t th( S(+1 M%n%2(d L(%rnin2 %33ro%!h i) not )it%"+( 1or (6(r# )td(nt i) %n
%r2&(nt th%t h%) o1t(n "((n &%d($ It )ond) r(%)on%"+( %nd it i) )r(+# th( !%)(
th%t di11(r(nt %33ro%!h() to +(%rnin2 'i++ %33(%+ to di11(r(nt t#3() o1 )td(nt$
Ho'(6(r= th( +%r2(r !ont(5t i) 'orth# o1 )o&( !on)id(r%tion$ Tho)( 'ho 1ind SML
&or( di11i!+t t(nd to "( tho)( 'ho +i,( to "( to+d 'h%t th(# n((d to do to )!!((d
%nd %r( di)tr"(d "# th( n!(rt%int# o1 % 3ro!()) 'h(r( th(r( %r( no 3r(A(5i)tin2
2o%+) %nd no +%id do'n 3%th) to %!hi(6in2 th(&$ S!h )td(nt) !%n o1t(n "( hi2h+#
)!!())1+ 'ithin th( )!hoo+ )#)t(&= 'h(r( "oth th( Wh%t %nd Ho' o1 +(%rnin2 i)
d(!id(d "# oth(r)= %nd )!h )!!()) !%n "( "oth r(%))rin2 %nd 2r%ti1#in2= th)
r%th(r di11i!+t to r(+in@i)h$
Th( "i22(r i))( i) th%t th( 'or+d i) on( o1 in!r(%)in2 n!(rt%int# %nd th( )td(nt) o1
tod%# !%n "( (53(!t(d to "( +i6in2 th(ir 'or,in2 +i6() 'ith 3ro1())ion%+ %nd 3(r)on%+
n!(rt%inti() "(#ond tho)( ,no'n "# tod%#>) %d+t)$ R()i+i(n!( in th( 1%!( o1
n!(rt%int# 'i++= th(r(1or(= "( % hi2h+# 6%+(d @%+it# in %n# !rr(nt+# !on!(i6%"+(
1tr($ Th( @()tion th(n "(!o&() ho' th( #on2 3(o3+( o1 tod%# 'i++ !o&( to
d(6(+o3 th%t @%+it#$
An %n(!dot( &i2ht "( i++)tr%ti6( h(r($ On( +(%rnin2 2ro3 in!+d(d % 2ir+ !on)id(r(d
on( o1 th( "ri2ht()t )t%r) o1 th( )!hoo+$ Sh( '%) )o %!%d(&i!%++# %"+( th%t= (6(n
'hi+( t%,in2 % +%r2( n&"(r o1 GCSE)= )h( '%) (53(!t(d to 2(t A )t%r) in %++ h(r
)"B(!t)$ D(t thi) '%) th( )td(nt %"ot 'ho& th( +(%rnin2 2ro3 %d6i)(r h%d th(
2r(%t()t !on!(rnC th( 6(r# on( th( )!hoo+ '%) +(%)t !on!(rn(d %"ot$ Sh( 1ond it
(5tr(&(+# di11i!+t to !ont(&3+%t( h(r 1tr($ Sh( h%d no id(% 'h%t )h( '%nt(d to do$
Sh( h%d no "%)i)= in "(in2 "(tt(r %"+( in on( thin2 th%n %noth(r= 1or % d(!i)ion %"ot
/
% 3ro1())ion th%t )h( 'o+d 1ind 1+1i++in2$ In h(r !%)(= it '%) +()) 1or th( n!(rt%inti()
o1 th( 1tr( th%t )h( n((d(d to d(6(+o3 th( @%+iti() o1 % )(+1A&%n%2(d +(%rn(r "t
"(!%)( th( 3ro!()) o1 "(!o&in2 &or( )(+1A&%n%2in2 i) on( in 'hi!h '( 2(t to
,no' or)(+6() "(tt(r %nd thi) 2i6() ) % "(tt(r "%)i) on 'hi!h to (6%+%t( or
!hoi!()$
Wh%t thi) i++)tr%t() i) th%t (6(n tho)( 'ho do "()t 'ithin th( )!hoo+ )#)t(& !o+d
"(n(1it 1ro& th( SML %33ro%!h$ Thi) i) &!h +()) o"6io) th%n th%t it !%n 2i6(
%noth(r !h%n!( to tho)( 'ho& th( !rr(nt )#)t(& do() not )(r6($
Ho3(1++#= th( r(%d(r 'i++ 1ind &!h &or( to !on)id(r in th( r(3ort th%t 1o++o')$

<
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( r(1(r) to % )td(nt>) d()!ri3tion o1 hi) r(!(nt (53(ri(n!( o1 S(+1
M%n%2(d L(%rnin2 (SML)$ H( i) on( o1 o6(r on( hndr(d )td(nt) in th( Soth o1
En2+%nd 'ho h%6( "((n in6o+6(d in % +(%rnin2 3ro2r%&&( 'hi!h o11(r) %n
%+t(rn%ti6( %33ro%!h to )!hoo+in2$ Ori2in%++# d()i2n(d 1or %d+t)= SML h%) &or(
r(!(nt+# "((n %do3t(d 'ith #on2 3(o3+( thro2h th( 'or, o1 th( Soth Do'n)
L(%rnin2 C(ntr( (SDLC) %nd nd(r th( )3(r6i)ion o1 it) !r(%tor= Pro1())or I%n
Cnnin2h%&$ O6(r th( +%)t 1or #(%r) th( Soth Do'n) L(%rnin2 C(ntr( h%) 'or,(d
'ith )td(nt) 1ro& "oth tr%dition%+ %nd %+t(rn%ti6( (d!%tion "%!,2rond) %nd it no'
h%) 3r(&i)()= 'hi!h 'i++ %++o' % )&%++ n&"(r o1 #on2 3(o3+( 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%+%t(d> (C(ntr( 1or S(+1 M%n%2(d L(%rnin2= -... 34) in %d+t !ont(5t)=
th(r( h%) "((n +itt+( r()(%r!h into SML 'ith !hi+dr(n$ Int(r()t in th( 3ro2r%&&( i)
2ro'in2 (SDLC= -..:C -..;) %nd thi) 3roB(!t %i&) to &((t th( d(&%nd 1or r(+(6%nt
r()(%r!h$
SML (3ito&i)() 3(r)on%+i)(d +(%rnin2= r(1+(!tin2 !rr(nt int(r()t in E6(r# Chi+d
M%tt(r) (D1ES= -..4) %nd th( r(!(nt 2o6(rn&(nt r(6i(' on P(r)on%+ L(%rnin2 %nd
Thin,in2 S,i++) (HCA= -..:)$ It o11(r) % '%# 1or'%rd 1or )!hoo+) int(r()t(d in th()(
i))() "# 3ro6idin2 o33ortniti() 1or )td(nt) to +(%rn "(#ond 3r()!ri"(d !rri!+% in
% '%# th%t "()t )it) th(ir indi6id%+ n((d) %nd int(r()t). Wor,in2 in )&%++ 2ro3)
'ith % L(%rnin2 Gro3 Ad6i)(r= th( )td(nt) %r( r(@ir(d to %n)'(r 1i6( @()tion)
r(+%tin2 to th(ir +(%rnin2 (53(ri(n!()= %"i+iti() %nd %)3ir%tion) to id(nti1# 'h%t th(#
'%nt to +(%rn %nd 'h%t th(# n((d to do in ord(r to +(%rn it (SDLC= -..7)$ Th(
0.
%n)'(r) to th()( @()tion) 1or& th( "%)i) o1 %n indi6id%+ +(%rnin2 %2r((&(nt in
'hi!h 2o%+)= +(%rnin2 &(thod) %nd !rit(ri% 1or )!!()) %r( 3ro3o)(d "# (%!h
)td(nt$ Oth(r 2ro3 &(&"(r) !ontri"t( to th( 1or&+%tion o1 thi) do!&(nt "#
di)!))in2 th( tho2ht) %nd int(ntion) th%t nd(r3in it %nd %2r((in2 to )33ort on(
%noth(r in th( 3r)it %nd %!!o&3+i)h&(nt o1 th(ir 2o%+)$
I '%) 1ir)t introd!(d to th( 'or, o1 th( SDLC 'h(n I %tt(nd(d % 3r()(nt%tion &%d(
"# I%n Cnnin2h%& %nd hi) t(%&$ Th( +(!tr( )33ort(d % -
nd
#(%r &od+( o1 % *A
(Hon)) Ed!%tion d(2r(( 'hi!h !on)id(r(d th( n%tr( o1 (3i)t(&o+o2# %nd th(
3(d%2o2i!%+ i&3+i!%tion) o1 di11(r(nt %33ro%!h() to ,no'+(d2( %nd +(%rnin2$ SML
'%) 3r()(nt(d %) %n %+t(rn%ti6( to th( tr%dition%+ (d!%tion )#)t(&= 3+%!in2
(&3h%)i) on +(%rnin2 &(thod r%th(r th%n !ont(nt$ Th( %33ro%!h i) "%)(d on %
?3ro!()) !rri!+&> (Cnnin2h%&= -..: 3;.)= d()i2n(d to d(6(+o3 ),i++) o1 )(+1A
&%n%2(&(nt %nd +i1(+on2 +(%rnin2$
P(r)on%+ int(r()t in th( 3ro2r%&&( %nd % 'i)h to 2%in (53(ri(n!( %) %n (d!%tion%+
r()(%r!h(r +(d to &# in6o+6(&(nt in % r()(%r!h 3roB(!t or2%ni)(d "# th( SDLC nd(r
th( 3%tron%2( o1 th( C(ntr( 1or Ed!%tion%+ Inno6%tion (Fi(+din2= -..;)$ Th( %i& '%)
to 2%in % d((3(r nd(r)t%ndin2 o1 th( )td(nt (53(ri(n!( o1 SML %nd to dr%' ot
)o&( !o&&on th(&() r(+%tin2 to th( "(n(1it) o1 th( 3ro2r%&&($ Th( (6id(n!( th%t
i) 3r()(nt(d in thi) r(3ort d(ri6() 1ro& % r%n2( o1 (6id(n!( t%,(n 1ro& int(r6i(')
'ith )td(nt)= +(%rnin2 %d6i)(r)= 3%r(nt) %nd t(%!h(r) %) '(++ %) 'ritt(n %nd 6id(o
1((d"%!,$
RESEARCH STRATEGD
Th( o6(r%r!hin2 @()tion ?Wh%t i) th( )td(nt (53(ri(n!( o1 SML9> 3ro6id(d % 1o!)
1or th( (&3iri!%+ r()(%r!h %nd th( %i& '%) to %ddr()) th( 1o++o'in2 @()tion):
0$ Wh%t do )td(nt) +i,(Idi)+i,( %"ot SML9
-$ Wh%t do )!hoo+) +i,(Idi)+i,( %"ot SML9
4$ Ho' i) it "(n(1i!i%+ to )td(nt)9
7$ Wh%t do )td(nt) +(%rn9
8$ H%6( th(r( "((n %n# nint(nd(d or n(53(!t(d ot!o&()9
00
EM!"#"CAL #ESEA#C$ E%"&ENCE
Thi) r(3ort (n!o&3%))() th( !o&&(nt) o1 o6(r 7. SML )td(nt)= %2(d "(t'((n ;
%nd 0: 'ho h%6( !o&( 1ro& "oth )!hoo+ %nd ho&(A(d!%t(d "%!,2rond)$ Th(ir
1((d"%!, i) )33ort(d "# !o&&(nt) 1ro& 3%r(nt)= L(%rnin2 Gro3 Ad6i)(r) %nd
)!hoo+t(%!h(r) 'ho h%6( h%d dir(!t in6o+6(&(nt 'ith th( 'or, o1 th( Soth Do'n)
L(%rnin2 C(ntr($ Th( (6id(n!( r%n2() 1ro& dir(!t @ot() r(!ord(d %t 3r(A%rr%n2(d
int(r6i(') to (6%+%tion r(3ort)$ It (n!o&3%))() th( 'ritt(n 'or, o1 3ri&%r# )!hoo+
!hi+dr(n= )td(nt 2ro3 (6%+%tion) in )(!ond%r# )!hoo+) %nd 1i+& 1oot%2( o1
)td(nt) t%+,in2 %"ot th(ir (53(ri(n!( o1 SML$
Si&i+%r i))() %nd o3inion) '(r( r%i)(d %nd th(r( '%)= 3(rh%3) )r3ri)in2+#= +itt+(
di)3%rit# "(t'((n th( di11(rin2 %2( 2ro3) %nd (d!%tion%+ !ont(5t) in thi) )r6(#$
Thi) r()(%r!h r(6(%+(d % n&"(r o1 !o&&on th(&() !on!(rnin2 'h%t '%) +i,(d
%"ot SML %nd 'h%t h%d "((n +(%rn(d 1ro& th( 3ro2r%&&( %nd th( 1o++o'in2
@ot() %r( 3r()(nt(d 'ith th()( th(&() in &ind$ R(1(r(n!( i) %+)o &%d( to
o!!%)ion) 'h(n SML '(nt +()) '(++$ Th( "r(%dth %nd )!o3( o1 thi) d%t% o11(r) % ri!h
in)i2ht into th( 'or, o1 th( Soth Do'n) L(%rnin2 C(ntr( %nd th( ot!o&() %nd
)!!())() o1 SML 'ith #on2 3(o3+( to d%t($
Wh%t did th( )td(nt) +i,( %"ot SML9
'. A different (a) of learning
Th( )tr!tr( o1 SML 3ro6id() )td(nt) 'ith %n o33ortnit# to +(%rn in %+t(rn%ti6(
'%#) %nd to %do3t % di11(r(nt %33ro%!h to th%t o11(r(d "# tr%dition%+ )!hoo+in2$ Th(
3%rti!i3%nt) id(nti1i(d th( di11(r(nt %33ro%!h %) % 3o)iti6( %)3(!t o1 th( 3ro2r%&&($
Std(nt) 1ro& &%in)tr(%& )!hoo+) 3%rti!+%r+# '(+!o&(d th( o33ortnit# to 'or,
0-
ot)id( th(ir d%i+# rotin() %nd &%n# '(+!o&(d th( ho+i)ti! %nd 3(r)onA!(ntr(d
%33ro%!h:
Std(nt !o&&(nt):
It was !uite lucky that I acce"ted to be in this grou" because I think its the best
thing Ive done in school really# $nd Ive learnt a lot more through this "rocess than I
have 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 chance
where you just get to sit down and talk about yourself and hear what others are
doing 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 and
everyone should it+ (student, year ,#
in &'( you talk to adults as e!uals and it hel"s you with how you think about
learning (home educated student, age 13
this "roved e-tremely beneficial as it enabled us to recognise our aims and
abilities (student, year 1%
it is very beneficial you get to go out and find out about work to get out of
lessons 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 11
&'( 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 learning
and 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 got
to discuss things (student, year 11#
3ou could be creative it had a feel good factor (student, year ,
we are learning but we dont know it ("rimary school student
04
they want you to find a love for something and then e-"lore all the avenues (home
educated student, age 11
*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, it
wasnt 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 you
want 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 the
o""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 ways
in which we could do that (student, year 1%
*ell, basically its just like chatting about what you want to do when you grow older
and goals of where you want to get to and working out how you are going to achieve
those goals# (student, year1%
it just hel"s you "lan the ste"s you are going to take to actually achieve your
targets# (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 benefit
from 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 to
actually use it for our own advantage# ## we actually said this is what we want to do
and this is what we think is going to be hel"ful so that just gave us the chance to
really 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
9hey set their own targets where as in the classroom it is the teachers setting the
targets (secondary school assistant "rinci"le
9he focus is on learning but it is not about going to a subject lesson and finding out
about 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 of
looking 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 a
whole range of environments (secondary school assistant "rinci"le
*. Mixed Group
Th( SDLC r(!o&&(nd th%t SML "( )(d 'ith &i5(d %"i+it# 2ro3) %) th(# "(+i(6(
th( 3ro2r%&&( h%) th( 3ot(nti%+ to "(n(1it %++ !hi+dr(n$ S!hoo+) h%6( t(nd(d to )(
th( 3ro2r%&&( to t%r2(t )3(!i1i! 2ro3) "t !o&&(nt) 1ro& )td(nt) %nd L(%rnin2
Gro3 Ad6i)(r) in )!hoo+) )33ort(d th( Soth Do'n) L(%rnin2 C(ntr( %33ro%!h:
Std(nt !o&&(nt):
I think we should mi- the grou"s because different ty"es of "eo"le can be good
ins"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 I
said, in our school it was .ifted ; 9alented# :ut I really think it could benefit a variety
of other "eo"le (student, year 1%
Ad+t !o&&(nt):
I think it could benefit any student# $nd adults as well# (secondary school assistant
"rinci"le
On o!!%)ion) 'h(n 2ro3) 'ith &i5(d n((d) %nd %"i+iti() '(r( rn in )!hoo+) th(
"(n(1it) '(r( !+(%r$ L(%rnin2 Gro3 Ad6i)(r) !o&&(nt(d on ho' thi) %33ro%!h h%d
%++o'(d )td(nt) to d(&on)tr%t( ),i++) %nd @%+iti() th%t h%d 3r(6io)+# "((n
nr(!o2ni)(d$ In on( )(!ond%r# )!hoo+ th( (11(!t) o1 3+%!in2 "o#) +%"(++(d
?!h%++(n2in2> 'ith 2ir+) 'ho '(r( +%!,in2 in !on1id(n!( '%) tho2ht to "( )!!())1+$
Th( "o#) )((&(d to ri)( to th( !h%++(n2( o1 h(+3in2 %nd th( 2ir+) dr%' !on1id(n!(
1ro& th( 2ro3 di)!))ion) th%t (n)(d:
08
Ad+t !o&&(nt):
9he boys were so sweet hel"ing 6students name7 you really do see them in a
new light (school learning grou" adviser, working with year ,s
If some of the teachers could have seen, they would have seen a very different side
to 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(+%5(d %t&o)3h(r( !r(%t(d in th( 2ro3)$ L(%rnin2
Gro3 Ad6i)(r)= )(nior )!hoo+ )t%11 %nd 3%r(nt) %++ 1(+t th%t )td(nt) r()3ond(d '(++
to th( +()) 3r())ri)(d (n6iron&(nt %nd )!hoo+ )td(nt) !on)id(r(d th( %33ro%!h %
tr(%t !o&3%r(d to th( !on)tr%int) o1 th( nor&%+ !+%))roo&$ SML 3ro6id() (%!h
)td(nt 'ith ti&( to (53+or( 3(r)on%+ i))() %nd &%n# r(!o2ni)(d thi) %) % "(n(1it
o1 'or,in2 in )&%++ 2ro3)$ *(in2 2i6(n ti&( to t%+, '%) % ,(# 1(%tr( 1or th(
)td(nt) %nd &%n# in tr%dition%+ )(ttin2) r(3ort(d thi) %) )o&(thin2 th(# r%r(+#
(53(ri(n!(d:
Std(nt !o&&(nt):
9oday, at school 3ou do get mentoring sessions but they are rushed, like ten2
minute slots, so its nice to just sit down and reflect on whats going on at the
moment# (student, year 1%

you had time to talk without being interru"ted (student, year ,
<% minutes to talk about ourselveswere never allowed to do this in class
(student, year 11
a chance to ste" back and reflect (student grou" evaluation, year 1%
you get to talk about things that you cant talk about in the classroom and the
teacher listens to everything everyone has to say(student, year 1%
0:
youre meant to get o""ortunities to discuss these things in form time but youre
lucky if you get the chance (student, year 11
we have the chance to discuss individual "roblems that we may have, this can be
anything, not just educational (student, year 1%
it was taking a little time out of school and having a chance to just sort of reflect and
to have a less strenuous and stressful time to talk about these things and to make
yourself 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 ideas
u"on you (student, year 1%
,.The role of the Learning Group Advier
Th( in1or&%+ %33ro%!h t%,(n "# th( L(%rnin2 Gro3 Ad6i)(r) '%) %+)o '(+!o&(d$
Th(ir ro+( i) to 1%!i+it%t( %nd &(ntor )td(nt) %nd not to !ontro+ or i&3%rt ,no'+(d2(
in th( '%# o1 % t(%!h(r$ Th( L(%rnin2 Gro3 Ad6i)(r) "(!o&( &(&"(r) o1 th( 2ro3
'ho)( ro+( i) to &%int%in 1o!) %nd %))i)t )td(nt) "# %),in2 @()tion)= o11(rin2
%d6i!( %nd ,((3in2 tr%!, o1 3ro2r())$ Thi) '%) %33r(!i%t(d %nd 1or &%n# th(
r(+%tion)hi3 th%t '%) "i+t "(t'((n th( L(%rnin2 Gro3 Ad6i)(r %nd th( )td(nt) '%)
,(# to &%,in2 th( (53(ri(n!( &or( (nBo#%"+(:
Std(nt !o&&(nt):
it was like a friend relationshi" really you could talk to her about anything and she
would 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;
3eah, 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+6(d in thi) )td# %2r((d to %dh(r( to % !on1id(nti%+it#
!+%)( %nd thi) '%) %n %)3(!t th%t th( )td(nt) 3%rti!+%r+# +i,(d$ It h(+3(d th( 2ro3
to "ond %) % t(%& %nd !r(%t(d %n nthr(%t(nin2 (n6iron&(nt in 'hi!h th(# !o+d
di)!)) 3(r)on%+ i))()$ A )!hoo+ L(%rnin2 Gro3 Ad6i)(r r(&%r,(d th%t th(# '(r(
?%&%E(d> %t 'h%t th( )td(nt) '(r( 'i++in2 to )h%r( %nd th( 2ro3) %33(%r(d to
d(6(+o3 % !%rin2I)h%rin2 (tho) th%t &%n# '(+!o&(d:
Std(nt !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 and
talk to "eo"le (student, year ,
it was really o"en and because it was confidential we could talk about anythingin
a 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 were
going through where as if we were with our "arents there would be things we
wouldnt want to discuss (student, year 1%
we could all bounce off each other with our different ideas and things# (student,
year 1%
0/
>eo"le never usually sit down and say, 5?h, Im struggling with this,@ or 5I need to
do this but I dont know how#@ &o you could talk about things that you wouldnt talk
about even if you were just in conversations with your friends# (student, year 1%
you find things out about "eo"le that you never reali)ed before# 9he interests
"eo"le have# *hich can benefit you, as well### &o its about sharing information as
well# (student, year 1%
you know little things about them now that you wouldnt get even if you were just
friends with them (student, year 1%
It was good because it was all more "ersonal# 3ou didnt feel that there was
anything you couldnt say# It doesnt sto" you from saying "ersonal things# 9heres a
secrecy rule that we werent allowed to say each others goals and things outside of
the grou" (student, year 1%#
/areer isnt usually a thing you talk about with your friends, so to be able to talk
about it # # # and its interesting to hear what other "eo"le want to do with their lives
and to get their in"ut on your "lans (student, year 1%
its good to hear about what is going on in other "eo"les lives too because you
can learn from other "eo"le (student, year 1%
It was !uite ins"irational listening to other "eo"les goals (student, year 1%
it was really interesting to hear what others were doing and how they were
managing (student, year 1%
Ad+t !o&&(nt):
6students name7 told the grou" about a tragedy that had ha""ened when he was
youngerthey were really su""ortive and I think it was a relief for him (&chool
(earning .rou" $dviser, working with year As
this is "articularly im"ortant for boys who tend not to talk about "ersonal issues with
their friends (school learning grou" adviser, working with year 1%s
/.Colla0orative Learning
*(in2 (n!or%2(d to )h%r( id(%) %nd h(+3 on( %noth(r '%) % !on!(3t th( )!hoo+
)td(nt) '(r( +%r2(+# n1%&i+i%r 'ith= ho'(6(r th(# 1ond th( 3r%!ti!( o1
!o++%"or%ti6( +(%rnin2 %n (nBo#%"+( %nd )(1+ (53(ri(n!($ Th( %33ro%!h 3ro&ot(d
t(%&'or,= r()3(!t %nd int(rd(3(nd(nt +(%rnin2:
0<
Std(nt !o&&(nt):
we com"ared our ideas and hel"ed each otherI liked working together8 we could
use 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 they
might 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 could
do# (student, year 1%
?ne of my goals was .rade B 'usic 9heory and it just ha""ened that someone
else 6students name7 had "assed hers and was able to give me some hel" with
where 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 think
about 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, year
1%
Its !uite hel"ful# :ecause theres a large grou" of us# If one "erson says they want
to know about com"uting, my brother is !uite knowledgeable about com"uters and I
can "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 what
office life was like# $nd I got to have that o""ortunity as well and its very hel"ful to
have 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 with
just someone elses in"ut into it you can have an easier solution just because
someone 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%
-.
Ad+t !o&&(nt):
?ther "eo"le in the grou" are su""orting her giving ideas on how she could find
information 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
$lthough each individual student sets their own goals, because they are a "eer
grou" of a similar age some of the goals often are relevant to other members of the
grou" as well# Cor instance, time kee"ing9hats relevant to the whole learning
grou" and they were all making contributions today about addressing that with
regard to things like organising homework and making sure they have "lenty of time
for social events, etc (&outh Downs (earning /entre learning grou" adviser,
working with yr As
6students name7 decided that he felt !uite uncomfortable doing all the !uestioning
for himself and the grou" were very ha""y to take turns and to su""ort him with that
by asking !uestions as well (&outh Downs (earning /entre learning grou" adviser,
working with yr As
9he grou" gave su""ort to the interested student as they formulated useful
!uestions to ask the coach (&outh Downs (earning /entre learning grou" adviser,
working with year 3s
the rest of the grou" were com"letely involved and on task even though they had
not been "articularly interested in the e-"erience other than to su""ort 6students
name7 (&outh Downs (earning /entre learning grou" adviser, working with year 3s
constructive feedback was given by the grou"which furthered the "otential
learning e-"erience as self and grou" evaluation took "lace (&outh Downs
(earning /entre learning grou" adviser, working with year 3s
9he grou" realised they needed to work together in order to achieve or get things
done (&outh Downs (earning /entre learning grou" adviser, working with year 3s
the students were on task for longer "eriods of time and interacted with increasing
com"etence (&outh Downs (earning /entre learning grou" adviser, working with
year 3s
Ho' '%) it "(n(1i!i%+ to )td(nt) %nd 'h%t did th(# +(%rn9
'. Ma1ing connection
-0
S!hoo+) '(r( i&3r())(d "# th( '%# th( +(%rnin2 2ro3) h%d h(+3(d )td(nt) to
&%,( !onn(!tion) "(t'((n th(ir 'or, %nd th(ir 1tr()$ So&( )td(nt) '(r(
introd!(d to 'or,in2 3ro1())ion%+) in %r(%) th%t int(r()t(d th(& %nd )o&( '(r(
t%,(n to +o!%+ ")in())() %nd !o++(2() to d(&on)tr%t( th( o33ortniti() th%t +%#
%h(%d %nd to %++o' th(& to %), @()tion) %"ot ho' th(# &i2ht 3r)( th(ir 2o%+)$
Th( )td(nt) '(r( r(@ir(d to (n6i)%2( th( 3o))i"i+iti() 1or th(&)(+6() %nd to
!on)id(r '%#) in 'hi!h th(# !o+d &%,( th(ir 2o%+) &or( %!hi(6%"+($ Std(nt) %nd
%d+t) "oth r(!o2ni)(d thi) %) % "(n(1it o1 th( 3ro2r%&&(:
Std(nt !o&&(nt):
9hey organised a day tri" for us to go to &usse- Eniversity, which was really good
because until then I hadnt seen universities# $nd if you dont actually get to visit any
universities its !uite daunting# Fust to go there it really got me e-cited about going to
university rather than dreading it# I just saw all the "eo"le there enjoying themselves
and lots of other "arts of the university you dont really think about# $nd Im just
really 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 there
and 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 so
much# &'( 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
--
this learning grou" e-"erience has hel"ed us think about our futures, this includes
further education and "ossible careers (student, year 1%
this hel"s us to decide on something we want to do rather than doing something we
dont want to do (student, year 1%
it gave me more enthusiasm about 6s"ecial needs teaching7 as a career and there
might 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 goals
in 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# ?nce
you start to talk and start to o"en u", listen to others, you start to realise things about
your 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-"erience
in 0-eter and Im going down there in the &ummer to have the week with some
environmental scientists# (student, year 1%
It hel"ed me think of my future much more because before I wasnt really thinking
of 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 the
others in the grou", what they think I should do and things (student, year 1%
3ou definitely start to think outside of school# 3ou can kee" u" your hobbies and
things 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 looking
through and "lanning for what I want to do in the future it kind of reassures you on
what youre doing (student, year 1%
Ad+t !o&&(nt):
6students name7 would have been e-cluded if it hadnt been for the grou"# 9hey
took him to the skills centreand that gave him a vision of what he could doit was
really beneficial (school learning grou" adviser, working with year ,s
-4
69he (earning .rou" $dviser7 took them to a garage in the high street so they could
see that they needed I/9 skills, communication skills, 0nglishit became real to
them###they had something concrete to work towards 9hey have "robably been
told that by "arents and teachers but thinking it for yourself is something totally
different In the grou" they had time to reflect on it for the first time and it really
brought it home to them (secondary school de"uty "rinci"le
*. #aied confidence and peronal a(arene
A ni6(r)%+ ot!o&( 1or th( )td(nt) '%) r%i)(d +(6(+) o1 !on1id(n!(= )(+1A()t((&
%nd 3(r)on%+ %'%r(n())$ SML (n!or%2(d %n (5!h%n2( o1 tho2ht) %nd id(%)
'hi!h h(+3(d th(& to d(6(+o3 % d((3(r nd(r)t%ndin2 o1 'ho th(# %r(= %nd 'h%t
th(# n((d to +(%rn in ord(r to %!hi(6( th(ir 2o%+)$ It '%) %+)o (6id(nt th%t d(6(+o3in2
% 'id(r %'%r(n()) o1 th( (53(ri(n!() %nd 3(r)3(!ti6() o1 tho)( %rond th(& h%d
h(+3(d in thi) 3ro!())$ Th( )td(nt) +(%rn(d to r(1+(!t on th(ir )tr(n2th) %nd
'(%,n())() %nd to r(!o2ni)( 'h%t th(# n((d(d to "i+d on$ S!hoo+ t(%!h(r) not(d
th%t r%i)(d !on1id(n!( +(6(+) h%d 3o)iti6(+# %11(!t(d th( '%#) in 'hi!h )o&( '(nt on
to %33ro%!h th(ir d%i+# )!hoo+'or,:
Std(nt !o&&(nt):
It changed the way I think about myself# I used to be big headed and thought I knew
it all but now I know I dont# 9alking to others in the grou" made me realise theres
lots of stuff I dont know (student, year ,
&eeing what other "eo"le want to do has made me more aware of my o"tionsits
all 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 realised
there 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 I
was just thinking about what homework I had to hand in and stuff like that# $nd
-7
although thats im"ortant youve got to look at the bigger "icture in your life and "lan
ahead and make sure that what youre starting off to do is actually what you really
want to do and its im"ortant to decide that from the very start rather than get started
on 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, within
reason, of what they can achieve# 9hats a tremendous asset if you can get in touch
with that early on in life, that life has tremendous "otential, lots of "ossibilities#
(&outh Downs (earning /entre learning grou" adviser, working with year As
$ll students could benefit from a bit of me timeit im"roves confidence and self
esteem which ultimately makes schooling a more enjoyable and successful
e-"erience (school learning grou" adviser, working with year ,s
9he grou"s make them feel theyre not on their own =that will hel" them to build
themselves u" again it has a knock2on effect in the classroom (school learning
grou" adviser, working with year ,s
+. #aied motivation
Th(r( '(r( !+(%r (5%&3+() th%t th( 3ro2r%&&( h%d % 3o)iti6( i&3%!t on )td(nt)>
&oti6%tion to +(%rn$ Thi) '%) o")(r6(d in n&(ro) '%#) %nd (n!o&3%))(d % r%n2(
o1 ot!o&()$ Th( 3ro!()) o1 (n!or%2in2 )td(nt) to thin, %"ot 'h%t '%)
i&3ort%nt to th(& %nd th( i&3(t) on t(%&'or, %nd di)!))ion %33(%r(d
in)tr&(nt%+ in thi)$ In %ddition to thi)= th( !on!(3t o1 )td(nt) !ontro++in2 %nd
&onitorin2 th(ir o'n +(%rnin2 %+)o %33(%r) to h%6( r%i)(d th(ir &oti6%tion$ So&(
(53+%in(d ho' th(# h%d !o&3+(t(d t%),) on % 6o+nt%r# "%)i) "(!%)( th(# did not
'%nt to +(t th( 2ro3 do'nC oth(r) (53+%in(d ho' h%6in2 % 3(r)on%+ )t%,( in th(
+(%rnin2 &%d( th( 'or, &or( 'orth'hi+($
Std(nt !o&&(nt):
3ou 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 we
wanted to not because we had to or because we might fail an e-am or something
(student, year ,
-8
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 you
also 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 what
you 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 are
teaching you# $nd, generally, if theres something that I dont really want to learn
about I dont "ay attention and I just muck around and try and do something
different# I find I work a lot better with the things that I want to do (student, year 1%#
I think Id say just to take it on yourself# Gather than waiting until it ha""ens in your
future do it now so you know it can ha""en# ?r, at least, get some e-"erience so you
dont end u" doing something and, when youre doing it, reali)e you dont want to be
doing it# (student, year 1%
,. "mproved 0ehaviour
A) 'ith r%i)(d &oti6%tion th( (11(!t) r(+%tin2 to i&3ro6(d "(h%6ior in )!hoo+ '(r(
n&(ro)$ S(+1A&%n%2(&(nt %nd 3((r %))())&(nt '(r( tho2ht to "( ,(# 1%!tor) in
th( i&3ro6in2 "(h%6ior o")(r6(d %nd "oth L(%rnin2 Gro3 Ad6i)(r) %nd )td(nt)
r(3ort(d in)t%n!() in 'hi!h th( )td(nt) h%d &%n%2(d th(&)(+6() to 2r(%t (11(!t$
Th( )!hoo+ L(%rnin2 Gro3 Ad6i)(r) r(!%++(d o!!%)ion) on 'hi!h th(# '(r(
)r3ri)(d "# ho' '(++ th( )td(nt) %!!(3t(d !o&&(nt) 1ro& (%!h oth(r %nd on(
)td(nt (53+%in(d ho' th( 2ro3 d(6(+o3(d % &t%+ r()3(!t 1or on( %noth(r= 'hi!h
&%d( th( 3((r &%n%2(&(nt %!!(3t%"+(:
Std(nt !o&&(nt):
you had your name on the board and if you did something wrong like swearing or
kicking you would get a tick against your name, and then another tick and then
another# 9hen he would have to leave the room and you would have a voteH do you
reckon he should get kicked outI, 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 classthey
told us about situations and we discussed it and gave them advice (student, year ,
-:
Ad+t !o&&(nt):
9he grou" were faced with a number of difficult situations e#g# a member of the
grou" snatching fruit and water at snack time# 9he grou" dealt with the situation
very "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 would
listen far more (school learning grou" adviser, working with year As
?ne grou" member was chewing gum and stickers were snatched# $gain the grou"
used its "ower to regulate the behaviour by challenging it according to the ground
and school rules, then offering alternative suggestions on how the "erson could
handle it better (&outh Downs (earning /entre learning grou" adviser, working with
year 3s
?ne girl had an issue about her behaviour in class and for the first time ever she
sat down and listened to what some of the other kids felt about her behaviour#9he
classic comment, which you hear every day that teacher hates me+ the kids
said, well in fact thats not the case, this is what ha""ens, this is how we see you
res"ond 2 it does have !uite an im"act (school learning grou" adviser, working with
year 1%s
-. &eveloped S1ill
Th( 3%rti!i3%nt) !it(d % r%n2( o1 ),i++) th%t h%d "((n +(%rn(d or d(6(+o3(d in th(
+(%rnin2 2ro3 3ro!())$ I&3ro6(d 3+%nnin2= 3ro"+(& )o+6in2= r()(%r!h %nd t(%&A
3+%#in2 ),i++) '(r( &(ntion(d %) '(++ %) 2o%+ )(ttin2= ho'(6(r th( &o)t !o&&on
d(6(+o3&(nt) @ot(d '(r( i&3ro6(d %"i+iti() to !o&&ni!%t(= +i)t(n %nd int(r%!t
(11(!ti6(+# 'ith oth(r)$ Pri&%r# )!hoo+ !hi+dr(n !(+("r%t(d th(ir +(%rnin2 "# d()i2nin2
!(rti1i!%t() 1or (%!h oth(r in r(!o2nition o1 th(ir %!hi(6(&(nt):
Std(nt !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
-;
it will hel" with study skills when I get to Eni as we wont be given much
hel"(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 about
learningJ (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 and
future, achievements (student, year ,
the main thing the learning grou" hel"ed me to do was taking action on things and
not just thinking about it I had to "ick u" the "hone and talk to a com"lete stranger
which I wouldnt usually do (student, year 1%
one of the things we "rogressed in was develo"ing our own inde"endence in our
learning (student, year 1%
0veryone in the grou" had goalsbut nobody really followed it u" until 6the
(earning .rou" $dviser7 came along and hel"ed us by giving us some idea about
how to get thereonce I had the ideas I was able to follow it u" with my own
inde"endent research (student, year 1%
9hrough doing this I think it made me take a ste" back and look at what was
im"ortant to me and how I could better organi)e my time and do everything to the
best of my abilities (student, year 1%
I think, it sort of set us u" with the idea that we do have the skills to go out and find
things out for ourselves and its just a case of being innovative about your own
develo"ment# (student, year 1%
6we learned7 how to talk as a grou" = like dont interru"t ("rimary school student,
year K
Ad+t !o&&(nt):
the "rocess taught tolerance and res"ect to work as a grou"# &omething that is
hard to re"licate in a home2school setting (inde"endent researcher, <%%4
9hey are learning the usual range of study2skills# 9hey are learning a lot of
inter"ersonal skills because they are working in a small grou"# 9hey are learning
team2work# 9hey are learning how to find out things for themselves, 9hey are
learning what learning really is# 9here are lots of things that they are "icking u",
-/
either im"licitly or e-"licitly, from the work that they are doing# (secondary school
assistant "rinci"le
9hey are learning to look beyond the teacher in the classroom and being told what
to do (school learning grou" adviser, working with year 1%s
9hey definitely learn new skillsdifferent a""roaches and skills that could be used
to solve their "roblemsinde"endenceteamwork (school learning grou" adviser,
working with year 1%s
/. Long Term "mpact
Th( %1or(&(ntion(d 1((d"%!, on ),i++ d(6(+o3&(nt )22()t) th%t SML h%) 3ro6(d
"(n(1i!i%+ to th( )td(nt) 'ho '(nt on into 1rth(r %nd hi2h(r (d!%tion$ So&(
3%rti!i3%nt) in thi) )td# h%d th( "(n(1it o1 3 to thr(( #(%r) hind)i2ht on SML %nd
th( on2oin2 i&3%!t on th(ir &oti6%tion to +(%rn %nd th(ir "(h%6ior '%) r(!o2ni)(d$
Std(nt) di)!))(d ho' th(ir %ttitd() to'%rd) +(%rnin2 h%d !h%n2(d %nd ho' SML
h%d r%i)(d th(ir &oti6%tion to 3+%n %nd 'or, to'%rd) th(ir 1tr()$ Oth(r)
!o&&(nt(d th%t %+tho2h th(# '(r( )!(3ti!%+ %t th( ti&(= th(# r(%+i)(d on r(1+(!tion
B)t ho' "(n(1i!i%+ th( +(%rnin2 2ro3) h%d "((n:
Std(nt !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 well
because 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 being
more motivated about our futures (student, now year1%
*hen youre doing it I dont think, you dont always reali)e the benefits of it, but
looking 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 much
it had hel"ed (student, now year 13
-<
On( )!hoo+ o11(r(d %n (5%&3+( o1 'h(r( SML h%d "((n % 1nd%&(nt%+ 1%!tor in %
33i+>) on2oin2 3ro2r())$ For&%++# +%"(++(d %) % ?tro"+(d )td(nt> th( "o# h%d 2on(
on to t%,( %n in1or&(d int(r()t in hi) #(%r 0. o3tion)$ H( %!ti6(+# 3%rti!i3%t(d in
in1or&%tion )())ion) %nd )!!())1++# &%n%2(d hi) 1in%+ GCSE )(+(!tion 'ith no
3%r(nt%+ 2id%n!($ Th( )!hoo+ '(r( i&3r())(d 'ith th( i&3ro6(d +(6(+ o1 )(+1A
&oti6%tion %nd &%trit# th%t h( d(&on)tr%t(d in th( #(%r 1o++o'in2 hi) SML
(53(ri(n!(:
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 t(r&) o1 i&3ro6(d "(h%6ior on( )!hoo+ 1(+t th%t 1or % 3%rti!+%r 2ro3 o1 "o#)=
SML h%d "((n ,(# to % trn %rond in th(ir 3ro2r())$ H%6in2 "((n thro2h % n&"(r
o1 di)!i3+in%r# )tr%t(2i() th( "o#) '(r( on th( (d2( o1 (5!+)ion %nd '(r( )%id to
+%!, th( %"i+it# to 1o!) on %n# 2i6(n t%),$ Th( d(3t# 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 % )td(nt 'ho)( "(h%6ior h%d i&3ro6(d 1or % 'ho+( #(%r %nd on( )td(nt
d()!ri"(d ho' hi) SML (53(ri(n!( h%d 3o)iti6(+# i&3%!t(d hi) "(h%6ior:
Std(nt !o&&(nt:
I havent been in trouble for the last two yearsmy grades have gone u" and so
has my behaviour (student, year 1%
Ad+t Co&&(nt):
?ne boys behaviour im"roved for a whole yearin a "ersonal review he identified
the learning grou" as the "ositive factor in the change of attitude (school assistant
director of year, working with year 1%s
there has been a marked differencecertainly their behaviour has im"roved, they
are not getting sent out of class as often (secondary school de"uty "rinci"le, talking
about year As
4.
Wh# &i2ht SML 'or, +()) '(++9
So&( )td(nt) '(r( in6o+6(d 'ith +(%rnin2 2ro3) 'hi!h h%d "((n 1%!i+it%t(d "#
&(&"(r) o1 nonAt(%!hin2 )!hoo+ )t%11$ Th( &%Borit# o1 )td(nt) in6o+6(d in th()(
2ro3) r(3ort(d 3o)iti6( (53(ri(n!()= ho'(6(r on( )td(nt r(!%++(d h(r
di)%33oint&(nt 'ith th( 3ro2r%&&(:
I really wanted to do it because I thought it would be a good e-"erienceat the
start 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 that
would be useful for our futures (school student, year ,
Wh(n @()tion(d 1rth(r thi) )td(nt indi!%t(d th%t )h( 1(+t th( r(%)on) 1or h(r 3oor
(53(ri(n!( '(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$ Anoth(r )td(nt= %+tho2h &or(
(nth)i%)ti! %"ot h(r (53(ri(n!(= %+)o r(6(%+(d )i&i+%r i))()$ Sh( )3o,( %"ot %
+%!, o1 %!ti6iti() %nd %n o&i))ion o1 %n (nd )())ion in 'hi!h th(ir +(%rnin2 2o%+)
'(r( r(6i('(d %nd %))())(d$ Th()( !o&&(nt) !%&( in !ontr%)t to tho)( )td(nt)
in6o+6(d 'ith +(%rnin2 2ro3) 'ith Soth Do'n) L(%rnin2 C(ntr( )t%11$ Th(# t%+,(d
(nth)i%)ti!%++# %"ot th( %!ti6iti() th(# h%d don(= &(ntionin2 tri3) to +o!%+
")in())()= 6i)it) 1ro& %thor) %nd 1oot"%++ !o%!h()= 1in%+ 3r()(nt%tion) %nd (nd
(6(nt)$
Std(nt) 'ho 3%rti!i3%t(d in )!hoo+A+(d +(%rnin2 2ro3) &%d( no &(ntion o1 )!h
%!ti6iti() %nd %+tho2h )33orti6( o1 SML= th( )t%11 %2r((d th%t th(r( '(r( ti&()
'h(n th( +(%rnin2 2ro3) h%d not 2on( to 3+%n$ M%int%inin2 th( )tr!tr( o1 SML in
)!hoo+) 3ro6(d di11i!+t 1or )o&( %nd 2ro3 &((tin2) '(r( )o&(ti&() !%n!(++(d$
O6(r)tr(t!h(d r()or!() %nd 3ro"+(&) 'ith ti&(t%"+in2 '(r( "+%&(d= %+on2)id(
i))() o1 +%!,in2 )(+1A!on1id(n!( %nd on2oin2 tr%inin2:
40
I dont feel e-"erienced enoughthe "erson leading the grou" needs to be
confident enough to let the grou" go in whatever direction it needs to go inthats
something 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 thats
really im"ortant but its difficult and theres not the fle-ibility Im always juggling
(school learning grou" adviser
4-
E%AL2AT"ONS AN& CONCL2S"ONS
O6(r%++ th( )td(nt (53(ri(n!( o1 SML h%) "((n 3o)iti6( %nd th( (nth)i%)& %nd
r()3(!t 1or th( 3ro2r%&&( '%) 6(r# %33%r(nt$ Th( 1r()h %33ro%!h to +(%rnin2 '%)
'id(+# '(+!o&(d "# )!hoo+ )td(nt) %nd th(ir t(%!h(r) %33r(!i%t(d ho' it h%d
(n%"+(d )o&( #on2 3(o3+( to r(6(%+ 3(r)on%+ @%+iti() not 3r(6io)+# r(!o2ni)(d$
Th( )&%++ 2ro3 )tr!tr( 3ro6id(d )td(nt) 'ith th( ti&( %nd %tt(ntion th(# n((d(d
to 1++# (n2%2( in th( 3ro!()) o1 3(r)on%+i)%tion %nd th( (6id(n!( 1ro& thi) )%&3+(
)22()t) th%t it '%) )!!())1+ in d(6(+o3in2 )td(nt)> %'%r(n()) o1 th(&)(+6()
%nd th( '%#) in 'hi!h th(# +(%rn$
P+%!in2 )td(nt) %t th( !(ntr( o1 th( +(%rnin2 3ro!()) %++o'(d indi6id%+) to 1o!) on
th( i))() th%t !on!(rn(d th(& %nd h(+3(d to !r(%t(d % r(+%5(d %nd 3r())r( 1r((
(n6iron&(nt$ Th( 3o)iti6( %nd 1+(5i"+( %t&o)3h(r( %33(%r) to h%6( "((n (nh%n!(d
"# th( )33ortin2 %nd 1%!i+it%ti6( ro+( o1 th( L(%rnin2 Gro3 Ad6i)(r %nd th(
!on1id(nti%+it# !+%)() th%t 3ro6id(d )td(nt) 'ith % )%1( +(%rnin2 )3%!( in 'hi!h to
(53+or( th(ir n((d)$ SML i) d()i2n(d to %++o' )td(nt) th( 1r((do& to %ddr()) th(ir
+(%rnin2 n((d) "(#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 %) % )tr(n2th o1 th( 3ro2r%&&( %nd h%) 3o)iti6( i&3+i!%tion) 1or
th( !on!(rn) (53r())(d "# (&3+o#(r) %nd 2o6(rn&(nt "odi() r(2%rdin2 th(
3r(3%r%tion o1 #on2 3(o3+( 1or 1tr( +i1( %nd 'or, (DTI= 0<<<CHCA= -..:)$
Thi) r()(%r!h d(&on)tr%t() th%t )o&( o1 th( d()ir%"+( ),i++) ot+in(d in th(
2o6(rn&(nt>) ?P(r)on%+ L(%rnin2 %nd Thin,in2 S,i++)> r(6i(' (HCA= -..:) '(r( %+)o
d(6(+o3(d$ A) 'ith oth(r )td(ntAdir(!t(d %33ro%!h() (St(3h(n)on= 0</0C S'%nn=
0<<<C -..;) th( )td(nt) )3o,( o1 '%#) in 'hi!h th(# h%d i&3ro6(d %)
!o&&ni!%tor)= +i)t(n(r) %nd r()(%r!h(r) %nd ho' th(# h%d d(6(+o3(d th(ir
!%3%!iti() to 'or, ind(3(nd(nt+# %nd %) 3%rt o1 % t(%&$ A+)o (6id(nt 1ro& th(
1((d"%!, '(r( r%i)(d +(6(+) o1 !on1id(n!(= )(+1A()t((& %nd %&"ition %nd 1or &%n#
44
thi) !ontin(d "(#ond th( +(%rnin2 2ro3 %nd into th(ir d%i+# +i6()$ Thi) (6id(n!(
)33ort) th( "(+i(1 th%t (n!or%2in2 )td(nt) to %!ti6(+# (n2%2( in th( +(%rnin2
3ro!()) +(%d) to %n in!r(%)( in th()( @%+iti() %nd % d(6(+o3&(nt o1 'h%t
Cnnin2h%& (0</;) t(r&) ?)(!ondAord(r 3ro!())in2 ),i++)>$

Th(r( '(r( 3o)iti6( r(3ort) th%t SML h%d i&3%!t(d th( "(h%6ior %nd &oti6%tion o1
&%n# )td(nt)$ Lin,) '(r( &%d( "(t'((n th( )!!())() o1 )(+1A&%n%2(&(nt= 3((r
%))())&(nt %nd !o++%"or%ti6( %33ro%!h() to +(%rnin2 %nd th( '%#) in 'hi!h th()(
h%d 3ro6id(d &oti6%tion 1or i&3ro6(d "(h%6ior %nd 1o!)(d +(%rnin2 'ithin th(
2ro3)$ Lon2At(r& "(n(1it) '(r( %+)o o")(r6(d %nd th()( %33(%r to h%6( )t(&&(d
1ro& th( 3ro!()) o1 thin,in2 %nd %!tin2 on 1tr( %)3ir%tion) %nd 1ro& r%i)(d +(6(+)
o1 !on1id(n!( %nd )(+1A()t((&$
Not%"+#= 1(' t%+,(d o1 th( ot!o&() o1 )3(!i1i! 2o%+) or o1 d(6(+o3in2 &or(
tr%dition%+ 1or&) o1 ,no'+(d2(= ho'(6(r thi) do() not n(!())%ri+# )22()t it did not
t%,( 3+%!($ Th( r(+%5(d )t#+( o1 3ro2r%&&( (6%+%tion %nd r()(%r!h (n!or%2(d th(
3%rti!i3%nt) to t%+, %"ot th( (53(ri(n!() th%t '(r( &o)t i&3ort%nt to th(& %nd th(#
!ho)( to di)!)) +(%rnin2 in t(r&) o1 th( d(6(+o3&(nt o1 ),i++)= %ttitd()= 3ro!())()
%nd @%+iti()$ Ho'(6(r= th(# did %+)o t%+, o1 th( ,no'+(d2( th(# h%d 2%in(d 1ro& th(
3(o3+( %rond th(& %nd o1 th( '%#) in 'hi!h it h%d h(+3(d$ An %i& o1 SML i) to
d(6(+o3 ,no'+(d2( o1 on()(+1 %nd o1 oth(r)= %) '(++ %) &or( tr%dition%+ &od()
(Cnnin2h%&= 0<<<)= %nd th(r( i) (6id(n!( in thi) )td# to )22()t th%t thi) '%)
%!hi(6(d$
On th( 'ho+( th( )td(nt)> (53(ri(n!() o1 SML '%) 3o)iti6( "t thi) )td# did
hi2h+i2ht !ir!&)t%n!() in 'hi!h th( 3ro!()) &i2ht 2o +()) '(++$ In)t%n!() 'h(n
)tr!tr( %nd 3ro!())() h%d "ro,(n do'n '(r( id(nti1i(d 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<<<= 3-::) not() th( d(tri&(nt%+ (11(!t) o1
?&())#= n3+%nn(d 3ro2r%&&()> %nd th( (5%&3+() 1ond in thi) )td# r(%11ir& th%t
1%i+r( to &%int%in )tr!tr( !%n d(6%+( ot!o&()$
D()3it( thi)= 3oor 3r%!ti!( '%) 1ond to "( r%r( %nd th( 1%!tor) 'hi!h !%)(d
3ro"+(&) 1or )!hoo+ 1%!i+it%tor) '(r( ot)id( th( Soth Do'n) L(%rnin2 C(ntr(>)
47
!ontro+$ Th( !o++(!ti6( 1indin2) '(r( 1%6or%"+( %nd th( !on!+)ion) r(%!h(d in thi)
3roB(!t r(1+(!t th%t o1 % )td# !ond!t(d "# %noth(r )td(nt 1ro& th( Uni6(r)it# o1
*ri2hton$ Th%t r(3ort !on!+d(d:
&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, <%%4 "g#13
Th( !rr(nt int(r()t in 3(r)on%+i)%tion %nd th( d(6(+o3&(nt o1 )(+1A&%n%2(&(nt in
#on2 3(o3+( i) "orn ot o1 % 2ro'in2 !on)(n)) th%t )!hoo+in2 in En2+%nd i) not
%++o'in2 %++ )td(nt) to r(%+i)( th(ir 3ot(nti%+ %nd i) not 3r(3%rin2 th(& '(++ (no2h
1or th( n((d) o1 th( 1tr($ Thi) )td# )22()t) th%t SML h%) th( 3ot(nti%+ to
%ddr()) th()( !on!(rn) %nd th%t it i) % 6%+%"+( !on!(3t 'hi!h !o+d "(n(1it
&%in)tr(%& )!hoo+ !hi+dr(n %nd tho)( "(in2 (d!%t(d oth(r'i)($ Th( Soth Do'n)
L(%rnin2 C(ntr( 3+%n on2oin2 (6%+%tion o1 th(ir 3ro2r%&&() 1or #on2 3(o3+( %nd
th( 3r(&i)() &(ntion(d in th( introd!tion to thi) r(3ort 'i++ 3ro6id( 1r()h 1o!) 1or
1tr( r()(%r!h(r)$
Nicola San1e)3 March *445
48
*I*LIOGRAPHD
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