Embedding research-informed learning strategies: A reflection on barriers to changing practice
Written by: Helen Carrington and Pippa Gilbert
5 min read
HELEN CARRINGTON AND PIPPA GILBERT, PUTNEY HIGH SCHOOL, UK
Perhaps the most elusive goal in teaching is creating ‘renaissance students’: students who are curious and reflective, who make connections across different disciplines, who are intrinsically rather than extrinsically motivated and who see their learning as a lifelong journey rather than a sprint to the next assessment. As teachers, we know how we would like our students to approach their learning, but how do we communicate this to them, clearly and consistently to embed an attitude in them rather than pieces of knowledge? All teachers would agree this is a valuable goal. In 2018, Putney High School embarked on a whole-school science of learning project with the aim of building towards this goal by using research-informed instruction. We have encountered and overcome several roadblocks since starting the project which have helped to refine and strengthen it along the way.
As an all-girls school, part of the The Girls'
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