What does the Research Say?
There is growing research evidence that says that the process of learning to learn is beneficial to learner progress. A recent research publication from Chris Watkins at the IOE suggests that "Learning to Learn Enhances Performance" of students. The major messages from the study are:
• a focus on learning can enhance performance, whereas a focus on performance can depress performance;
• promoting learners as active and collaborative constructors of meaning with autonomy and selfdirection can enhance performance;
• learning about learning is a necessary element for learners to select and use appropriate strategies and to be effective learners in a range
Further Research Evidence
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students.
It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning.
Carol Dweck's book, Mindset, concludes that learners who believe in a 'growth mindset' can make significant advancement in their progress.
Dweck explains why it’s not just our abilities and talent that bring us success–but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn’t foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades.
Much of Bay House's 'Deeper Learning' development is based on the pioneering work of Professor Guy Claxton of the University of Winchester.
Since September 2008, Guy Claxton has been Co-Director of the Centre for Real-World Learning (CrL), and Professor of the Learning Sciences, at the University of Winchester.
Click on the link below to visit his website.