Developing Independent Learners

Published

A summary of promising approaches

Introduction

Colleges and sixth-forms are dynamic and complex environments, where leaders and teachers balance a wide range of priorities. Evidence-informed approaches to teaching and learning can help colleges and sixth-forms focus effort where it is most likely to improve outcomes, particularly for socio-economically disadvantaged learners.

Why developing independent learners matters

Independent learning is important in 16–19 education, where learners may experience greater independence and different structures and relationships from those at school.1  For learners, this can mean taking greater responsibility for managing their learning,2 including engaging with their studies, and planning and managing their work.3 This resource summarises evidence on three approaches that can improve attainment through developing such skills, alongside practical implications for settings.

About the evidence

Our Teaching and Learning Toolkit provides accessible summaries of global education research, drawing on a large body of robust studies involving learners aged 3-18. For this resource, we analysed the research within the Toolkit that is most relevant to the 16-19 phase, identifying the approaches supported by the strongest evidence.

Throughout this resource, we draw on findings from the 16–19-relevant studies alongside messages from the wider EEF evidence base, including the Teaching and Learning Toolkit and guidance reports.4 Together, these sources provide a practical starting point for leaders to discuss the evidence, consider its relevance to their context, and make informed decisions.

We also worked with 16-19 leaders and teachers to make sure the approaches are relevant to their contexts, and reflect the priorities and realities of practice.

These summaries are intended as a starting point for discussion and decision-making. As the evidence base for the 16-19 phase develops, we will build on this resource with more detailed guidance and practical exemplification.

What’s included in this resource?

The resource focuses on three approaches with the strongest evidence base for 16-19 learners.

Each section includes:

  • A summary of how the approach can support learner independence.
  • Do and don’t statements grounded in the synthesis of the 16–19-relevant evidence.
  • An ‘About the evidence’ section outlining the strength and breadth of the 16–19-relevant evidence and where it is currently more limited.
  • Key considerations for implementing the approach with learners, drawing on the wider EEF evidence base.
  • Links to relevant sections of our KEEP framework for professional development. (See further details below).

Implementing approaches in your setting

Introducing new approaches requires more than selecting strategies supported by evidence. Professional development plays a central role in supporting and sustaining effective practice.

Successful implementation requires careful consideration. Approaches should be evidence-informed, well-aligned with the context of the setting, and embedded in a culture where leaders engage, unite, and reflect with the people in their organisations to build a shared purpose.

How the KEEP framework can help

The Knowledge, Engagement, Execution, and Practice (KEEP) framework offers an evidence-informed approach to designing and delivering professional development.5 It is built on four principles rooted in behaviour change, which are central to effective professional development. KEEP brings together insights from more than 100 rigorous studies and real-world practice.6

Designed to complement existing approaches to professional development,7 the KEEP framework can help colleges and sixths forms increase the likelihood that professional learning leads to meaningful improvements in teaching practice and learner outcomes.

Leaders considering how to apply the approaches in this guide should draw on all four KEEP principles to:

  • deliver new knowledge in ways that support understanding,
  • engage practitioners so they are motivated to act on new knowledge,
  • provide opportunities for teachers to accurately execute and develop techniques, and
  • integrate purposeful and repeated practice to embed delivery.