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Developing New Understandings of Learning to Learn

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Research Matters
Developing New Understandings of
Learning to Learn

Dr Kate Wall and Elaine Hall

Research Centre for Learning and Teaching
School of Education, Newcastle University

Editor: Jane Reed

Head of International Network for School Improvement (LCLL)
Institute of Education

The Research Publication of the International Network for School Improvement

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2 Research Matters 33

THE INTERNATIONAL NETWORK FOR SCHOOL IMPROVEMENT

 Developing New Understandings of Learning to Learn 3

INSI RESEARCH MATTERS

Number 33 Summer 2009

Developing New Understandings of

Learning to Learn

The ongoing Learning to Learn (L2L) project is funded This latest phase is aiming to consolidate the work of
through the Campaign for Learning and facilitated by previous phases, while also exploring themes relating to
a research team from Newcastle and Durham sustaining the professional enquiry through an action research
Universities. It explores learning through cycles of model, as well as translation across different contexts,
practitioner enquiry in primary, secondary and special institutions and individuals. In Phase 4 there are 44 schools
schools across England. It has produced case study involved across four Local Authorities, representing a wide
evidence which extends our insights into schools’ range of experience and involvement: from teachers and
research agendas, teachers’ professional development schools that have participated since Phase 1 through to
and learners’ understanding of their own learning. schools and teachers who have joined in the last 6 months.
Kate Wall and Elaine Hall from the Research Centre for
Learning and Teaching at Newcastle University reflect Phases 3 and 4 have been run by members of the Research
on the outcomes from Phase 3 and the directions for Centre for Learning and Teaching at Newcastle University. The
Phase 4. research has moved towards a practitioner enquiry approach
rather than a more traditional university led model (see figure
Learning to Learn in Schools (Phase 1 to 4) is funded through 1) using a model of professional enquiry through action
the independent UK charity, the Campaign for Learning (CfL). research (Baumfield et al. 2008). This has meant the
Each phase has involved a range of primary and secondary prioritising of cycles of research (based across an academic
schools, with regions and schools chosen to represent a wide year) with case studies completed and written up by the
variety of socio-economic contexts across England. Currently, teachers using an approach based on Stenhouse’s (1981)
the project is in its fourth phase, which started in May 2007. model of “systematic enquiry made public”. Within these

Figure 1.
Structure of the project

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4 Research Matters 33

Phases the teachers in the schools have been supported in case studies completed as part of Phase 3 and in Year One of
completing their own exploration of approaches to Learning to Phase 4 a further 30 were written by participating teachers.
Learn (L2L) in their contexts. The definition of L2L provided by As Phase 4 continues further case studies will be uploaded as
the Campaign for Learning has acted as a useful starting point, they are completed over the next two years. In addition to the
but has been taken to be an open and moveable construct: teachers’ experiences and reflections, there are also project
reports which explore findings across the project, these are
…a process of discovery about learning. It involves a written by the university team and aim to provide a more
set of principles and skills which, if understood and generalisable perspective of Learning to Learn.
used, help learners learn more effectively and so
become learners for life. At its heart is the belief that In this Phase 4 the following aspects are being explored:
learning is learnable. • To develop understanding of progression in Learning to
Learn – knowledge, skills, dispositions and the
Under this umbrella term of L2L the teachers have drawn development of learners’ autonomy;
upon a number of ideas including metacognition, thinking • To investigate issues in both scaling up and sustaining
skills, self-regulation, self-efficacy and self-esteem. The Learning to Learn as a development approach in schools
approaches developed by teachers are often eclectic and (drawing in new schools to the existing network);
include cooperative learning, Assessment for Learning and • To further understand the role of enquiry in teachers’ and
Thinking Skills. pupils’ learning;
• To develop the role of a Higher Education Institution as a
At the end of each cycle of enquiry the teachers have co-learner in this process and supporting schools in
completed a case study template which disseminates their networks;
research and associated learnings to their colleagues in • To look at the potential influence of the family and the
school, to other project schools and to a wider audience community on the development of pupils as lifelong
through publication on the internet1. Currently, there are 85 learners.

Language Skills Knowledge Understanding Dispositions Other effects

Learner

Articulation Use of a range of Attainment (tests) Metacognitive Attitudes Enjoyment

Classroom discourse learning skills e.g. Achievement Skilfulness, strategic Mastery orientation Satisfaction
Meta-language or mind mapping, (performance) and purposeful use of ‘Habits of mind’ Self-concept
‘language for learning’ mnemonics Metacognitive skills and knowledge Retention Self-efficacy
knowledge Self assessment Attendance Self-esteem
Evidence of transfer
Teacher

Classroom discourse Using ‘pragmatic tools’ Marriage of content Critical analysis Motivation Enjoyment
Professional dialogues A range of teaching knowledge with Awareness of Retention Job satisfaction
Staffroom discourse approaches pedagogical tools pedagogical Professional Professional self-
Using pupil feedback Research alternatives engagement concept
Professional enquiry Willingness to
Evidence of transfer experiment
Creative solutions
School

Explicit in Tools and techniques Staff INSET, School policies Time/ resource School ethos
documentation explicitly taught, co-learning SEF, development allocation
Common approaches courses offered Outside support used plans External links
articulated Focus on cross subject Support for Enquiry/ inquiry
pedagogy experimentation orientation
Creative solutions
Wider community

Home/ school links Courses and Attendance at L2L Able to self-support Attitudes Parental satisfaction
Shared language for workshops events and support learners Support
talking about learning Participation Shared responsibility Attendance at events
for learning

Table i Conceptual model of impact in Learning to Learn

1. Further information about the project including project reports and case studies can be found at: www.campaignforlearning.org.uk

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 Developing New Understandings of Learning to Learn 5

In our analysis of Phase 4, we will continue to use and project, we have are beginning to explore what happens
develop our conceptual framework of the impact of Learning when teachers engage in more sustained, explicit processes of
to Learn (Table i). The framework is arranged in a way which enquiry in their classrooms and the extent to which a more
implicitly privileges language and this will be validated by the robust body of professional knowledge that can be shared
evidence from the case studies and the cross-project data across specific contexts is possible.
collection reported later. It also encompasses knowledge,
skills, understanding, dispositions and affect over four levels: The evidence provided is not incontrovertible but, clearly,
learner, teacher, school and community. This model has there is a good chance that a successful enquiry exploring the
emerged from our analysis of Phase 3 and allows us to way in which learning is made explicit to Year 1 children,
identify areas of evidence and to constantly revise our focusing on peer talk and collaboration (for example), might
understanding of L2L in the light of new developments from work again next year, even though the children in the class
the schools. will be different. However, the Year 1 teacher has changed,
simply by being involved in the enquiry: her perspective on
learning and metacognition has shifted. She wonders, will it
Professional enquiry in the classroom work across subjects? Will it support children’s awareness of
home-school transfer of learning experiences? The evidence
Ultimately this project is about teachers as learners, finding generated by a single cycle of enquiry is the raw material for
out more about what is happening in their own classrooms generating the next series of questions, so action research is
and contributing to our understanding of the processes of conceptualised as a series of linked enquiries. Just as learning
teaching and learning in today’s schools. It is also about is an ongoing process, which builds and develops from
developing partnerships between teachers and university experience and need, so enquiry can transform not just the
researchers in which distinctions between theory and practice practice of teachers, but their understanding of that practice
are challenged and expertise is distributed as we learn and give them a range of tools for reflection and self-
together: evaluation.

“The whole ethos of the school has turned slightly, The relationship between research, policy and practice in the
from staff thinking that they have to know what they production and deployment of knowledge about teaching and
are talking about what they have to talk about and feel learning is complex. Nevertheless, current conceptions of
in charge to developing to I don’t know and let’s find teaching as a profession assume that a productive
out and lets learn together … It sounds silly to say that relationship between these aspects is both possible and
they are more confident by saying I don’t know, their desirable; although they are often vague as to the exact
ability to find out and learn with children and as team nature of the dynamic involved. Our principal concern within
together as well.” (Primary teacher, Phase 3) the L2L in Schools projects has been with the interaction of
theory and practice in the engagement of teachers in research
During the course of their careers teachers acquire a body of into teaching and learning in their own classrooms; the
knowledge about teaching and learning which is shaped by research engaged professional:
their experiences in classrooms and their values about the
purposes of education. Teachers are therefore often “… I’d previously viewed my role as to deliver this, this
unrecognised innovators and problem solvers who take both and this and that the children would be learning this,
the raw materials of curriculum and recommendations about this and this, whereas now I’m thinking more about
good practice and adapt them to their personal and ‘how can I explain to the children about how they’re
professional environments. This capacity to make adjustments going to learn about this” (Primary teacher, Phase 3)
is a recognised feature of not only the most effective teachers,
but also of those who are most satisfied in their professional Within this project we have explored how teachers can be
lives. However, the judgement regarding the ‘best fit’ of ‘research-engaged’ in a way that is both manageable within
practice to context tends to be intuitive, based on an absence their existing professional responsibilities and also sufficiently
of negative feedback and sensitive to considerations of time robust to effect real change. We have looked at how an
and resources. As such it has been described as tweaking or enquiry approach can provide an evidence base that is not
fine-tuning as it has more of the characteristics of the way in only relevant to the individual but which can also be shared.
which a craftsman develops and deploys expertise rather than This sharing has taken place over an expanding network from
those of a professional. In the Learning to Learn in Schools colleagues in school to a collaborative community of

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6 Research Matters 33

researching teachers. In this way it has been subjected to findings. In this section a summary of the support structures
scrutiny and validation. Participants have contributed to a used as part of the project will be provided, followed by some
shared understanding of learning and teaching, including of the findings from across the three years of the project in
which strategies work within specific contexts, which elements relation to the six themes above.
are ‘translatable’ between contexts and which underpinning
processes are common to learners. This has powerful Support structures in the project
connotations for the way innovation can be implemented and Each year of the project the schools and teachers involved
managed in schools. had the opportunity to attend two regional professional
development days in the Autumn and Summer terms and a
In the project we have tried to make the process of enquiry two-day national residential conference. Keynote
manageable through two inter-related processes: the presentations by leading figures in the area of learning in
identification of the focus of the enquiry, the generation of schools offered starting points for further investigation and
questions and exploration through a cycle of action research. the teachers were encouraged to work in pairs or small teams
We believe that a cycle of action research fits alongside and is to undertake a professional enquiry into an aspect of Learning
complementary to the model of ‘plan-do-review’ underpinning to Learn which they selected as appropriate for their
teachers’ practice (see Baumfield et al. 2008 for further particular context. As the project progressed the teachers
information). As such, there is no requirement for the teachers were also presented annually with the emerging findings of
to ‘bolt on’ or overlay another layer of ‘research practices’, the project and with copies of each others’ case studies. There
rather they select research tools which fit with their teaching is always a risk that this approach might have influenced the
environment and use those to generate the necessary focus of their further research, but in using an action research
feedback in a systematic way. In this model of working it is approach and the three cycles of innovation and evaluation,
only a short step from feedback that informs the next stage in the research team were committed to support the teachers
the enquiry to evidence that is open to public scrutiny. with their own professional enquiries and research and to
provide feedback about the broader project in order to
support these professional enquiries as well as their broader
Phase 3 findings professional development.

Phase 3 of the project ran in schools from 2003-2006,

building on work from Phases 1 and 2. It involved 32 schools
from three Local Authorities: Cheshire, Cornwall and Enfield.
In March 2007 the final report of this three year project was
published.

A total of 85 case studies were written representing the

context specific research of the teachers, providing an
evidence-based, cumulative approach to developing their
understanding about Learning to Learn. At the meta-level, the
University team completed cross project research on different
themes:

• What is Learning to Learn?

Figure 2. Co-constructed diagram of the structure of the project
• Pupil learning
• Teacher learning
• School learning Each geographical cluster was supported by a co-ordinator
• Wider community learning locally identified by the Local Authority or Education Action
• Development of ICT Zone in which the regional project was based who organised
additional local meetings and networking between schools (a
The findings on these themes from each year of the project diagram which the teachers constructed of this network can
have been written up as annual reports and each was be seen above in Figure 2). The detail of the work undertaken
presented to the teachers in order to provide feedback about by schools can be seen in the case studies that they
the progress of the research and to validate the emerging produced.

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 Developing New Understandings of Learning to Learn 7

What is Learning to Learn? It is a term that draws on ideas of metacognition, Thinking

Learning to Learn is a well-used phrase in contemporary Skills, self-regulation, self-efficacy and self-esteem in relation
educational debates, but perhaps lacks conceptual clarity. It is to learning. It’s current popularity could be because it is an
sometimes equated with lifelong learning or at least the idea which meshes well other key trends: with the
foundational elements in lifelong learning skills and is widely development of more personalised approaches to learning;
acknowledged to require the development of metacognitive the growing movement towards a more flexible and creative
skills and techniques as well as the development of self- curriculum and the strongly expressed belief that every
regulation more broadly. In policy terms, Learning to Learn is individual should be supported to be a lifelong learner. Yet,
firmly part of the skills agenda supporting employability and there is no general consensus about what a Learning to Learn
increased economic competitiveness. The complexity of what approach might consist of. There are a diverse group of
is involved can perhaps best be captured in the working educational experts working in this field who have
definition used by Hargreaves (2005): “Learning to Learn is fundamental agreement about improving teaching and
not a single entity or skill, but a family of learning practices learning under the umbrella of learning (how) to learn but
that enhance one’s capacity to learn.” With this emphasis on cheerfully disagree about how to pursue these goals in
learning practices, rather than a more individual or different classrooms and contexts. Meanwhile, teachers in the
psychological description on skills or even a focus on personal project are very aware of the need to talk about the ‘elephant
dispositions (e.g. Claxton and Carr, 2005) the academic focus in the classroom’ that is learning. Where can they go for a
has shifted towards learning activities and communities of framework (or three) to work with?
practice (e.g. Wenger, 1998) as outlined in some of the
publications from the Teaching and Learning Research Emerging from the ESRC’s flagship Teaching and Learning
Programme (TLRP): see, for example James and Brown (2005). Research Programme (TLRP), the Learning How to Learn team
(www.tlrp.org ) have produced ten key principles of effective
Learning to Learn is one of those terms which, having been learning and teaching which brings together an adherence to
used in various forms for over thirty years, now has become valued forms of knowledge with a promotion of informal
prevalent in common discourse about schools, education and learning; the role of the teacher in scaffolding with the active
employability. It is probably only because of its alliterative engagement of the learner and congruent assessment with
qualities that we use Learning to Learn rather than Learning lifelong learning. However, the breadth, complexity and scale
to Think, Learning to Study, Thinking about Thinking, Thinking of this programme of research may mean that the teacher
for Learning or many other possible variants which exist out who is seeking guidance may find the translation of these
in the world. Claxton’s four generations of ‘teaching learning’ broad principles difficult. The TLRP provides case studies from
(Claxton, 2004) provide a helpful way of distinguishing some the research programme which are organised under thematic
of the practices that can often be clustered under the general strands (including Assessment for Learning, Pupil Voice and
banner of Learning to Learn. ICTs) and focus specifically on the questions from those
strands with a more implicit link to the fundamental
principles.
First generation Raising attainment
Good teaching is effective delivery of Teachers who are searching for a holistic understanding of
content knowledge Learning to Learn principles as well as a sense of how they
translate to individual pupils and classrooms may find
Second generation Developing study skills
inspiration in a project based in Australia. This collaborative
Hints tips and techniques
research and development project
Third generation Emotional and social factors (www.learningtolearn.sa.edu.au) has generated an
Characteristic ways of learning understanding of Learning to Learn in social constructivist
Concerned with the how of teaching terms: their key idea is the transformation of schooling from a
teaching to a learning paradigm by engaging teachers directly
Fourth generation Involvement of students in the process
with research and encouraging an inquiry structure in which
Concerned with how students can be
learners take an active role.
helped to help themselves
Teachers themselves involved in
What these varying perspectives have in common with our
becoming better learners
approach is a recognition that Learning to Learn is a social
Developmental and cumulative
process: everyone involved has to talk openly about their
Table ii Claxton’s 4 generations of teaching learning (Claxton 2004)

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8 Research Matters 33

experiences of learning, the purposes of learning activities, the

advantages and disadvantages of learning and teaching
approaches for different subjects, contexts and individuals.
These are often hard conversations to start and harder ones
to control: teachers have to be prepared to confront their own
understanding of why they teach their classes in the way they
do, learners must explore why they are less engaged in some
lessons than others and schools must look beyond
administrative reasons for organisational structures to
reconnect with their pedagogic goals.

For each teacher and each school, Learning to Learn could be

as little a strategy as to support assessment and target-
setting, through an explicit set of criteria and it could be as
much as developing skills and dispositions for lifelong
learning. The key lever for change, whichever ‘brand’ of
Learning to Learn is subscribed to, is the clarity of intent that Figure 3. Photograph taken in a L2L classroom as part of a formative
assessment pedagogy
the teacher brings and shares with the learners.
Pupil learning
Within Phase 3 we are confident we have evidence that Over the course of the project there has been a steady
Learning to Learn is not a simple set of activities or increase in consultation with pupils and the inclusion of their
techniques which can be implemented easily by a teacher or perspective in the case studies. Schools have increasingly used
school. A range of methods and approaches can be successful interviews, questionnaires and pupil views templates to elicit
in supporting the development of effective learning habits and their opinions about Learning to Learn and their learning
dispositions. An approach based on collaborative professional more broadly. These sources confirm the impact of Learning to
enquiry into Learning to Learn through practical classroom Learn approaches on pupils’ motivation and engagement and
strategies is clearly supportive of such development. Such are indicative of improvement in their learning:
enquiry into Learning to Learn is likely to include the
following: There is a pressing need to transfer some of the
responsibility and ownership for the direction and
1. A shifting of responsibility for learning away from the content of their learning to the students themselves.
individual teacher or learner towards more inter-dependent Our decision to establish this as a future priority for our
learning roles where individuals take responsibility, seek school is not, however, solely about increasing student
help, support others, make mistakes, reflect and revise their engagement and motivation. It is about equipping
plans. them with the skills to analyse problems and decide
2. An exploration of a range of ways to achieve upon the key issues at stake. It is about giving them
understanding for different learners: where different the experience of managing their own work and
approaches to learning are developed, but which experiencing the successes and failures that self-
emphasise the acquisition of a broad repertoire of skills, directed work can bring. It is about coping with
learning approaches and active knowledge. ambiguity and developing the skills and dispositions
3. An explicit discussion of learning and how this happens, that might help when such situations arise in their
where the strategies and motivations which underpin future lives. And, perhaps most of all, it is about
learning become part of everyone’s overt understanding, redefining successful learning as being less about the
part of each learner’s tools and techniques. quality of the outcome and more about the quality of
4. A focus on communication skills – pupils, teachers and the process. (Secondary teacher, Phase 4)
schools – through which learning is made explicit.
5. A policy of accepting the benefits of change that Overall the analysis of pupils’ response to Learning to Learn is
acknowledges that the process can be difficult but which clearly positive with evidence that learners believe that such
provides supportive and challenging environments for both approaches help them to learn and that it supports the
pupils and for teachers development of positive dispositions towards learning.

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 Developing New Understandings of Learning to Learn 9

Figure 4. Completed
Pupil Views Template
showing pupils’
metacognitive
perspective of
classroom activities

The pupil views templates (Wall and Higgins 2006) have of their performance as measured by teacher assessments and
enabled teachers in the project to gain knowledge and national tests. However at school level there is no clear
understanding about pupils’ learning and thinking. The evidence that Learning to Learn schools can be identified on
comments written by the pupils provide evidence of both the basis on their performance. It should be noted however,
knowledge and understanding of their own learning. These that even after three years, Learning to Learn may not have
pupils not only have the knowledge about their thinking and been adopted widely enough to have an impact on whole
learning, but they also know how they are learning in school results.
different contexts. An example of a completed template can
be seen above in figure 4. Teacher learning
During the course of Phase 3, the importance of the link
In terms of impact on pupils’ attainment, there is evidence between pupil learning and teachers’ own learning, a theme
from the case studies that in the majority of schools (65%) identified in both of the previous phases (and well established
there have seen benefits for Learning to Learn pupils in terms in the literature, e.g. Day, 1999), was confirmed. For example,

I find it fascinating to have a goal that will specifically

influence my work in the classroom and have a direct
impact on the learners in my class. (Teacher in a Special
School, Phase 4)

The development of Learning to Learn approaches in the

schools through action research has been welcomed by the
teachers involved and has been supportive of their
professional development. They have clearly valued the
professional autonomy it afforded them and the support for
change both in terms of developing teaching and learning
through the exploration of Learning to Learn approaches and
in terms of researching their own practice. It seems
reasonable to conclude that the Learning to Learn Phase 3
Figure 5. Learning to Learn students used creative techniques: this drawing project has had a positive impact on teachers’ motivation and
is part of a nurture group project. their capacity to manage change. Encouraging signs of the

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10 Research Matters 33

growing professional confidence have been found: School learning

There is a wide spectrum of impact as indicated in the
“I think this year we have taken on more open ended examples cited above. It is difficult to avoid the conclusion
research ... there is nothing to put a benchmark against that one key factor is school leadership. Where the leadership
... I think that it hasn’t been as fixed as in the past and team have values that are aligned with Learning to Learn
we are both researching in a different way, each phase some schools have made impressive changes, although the
we have gone through we think god is this going to specific means have varied. Where leadership have good
work and then we think yes it is going to be fine ... I intentions that were disrupted then the situation is more
think that is the fixed way of working, bit more complex. So much may depend on the agency of particular
structured, safe.” (Primary teacher, Phase 4) teachers or small groups, who strive to establish some priority
and win resources for Learning to Learn activities. The
Teachers are able to deal with complexity in their classrooms Learning to Learn project is indebted therefore to the energy,
through a closer engagement with the pupils and improved motivation and action of particular individuals who struggled
means of accessing and understanding their learning. They are against the tide in some schools.
able to manage the processes of change and make decisions
regarding the structure and content of the curriculum. In The exemplars provide a clear account of the constraints that
many respects their aspirations for the pupils in their some schools experience. Predominantly this is related to the
classrooms are matched by their testimony on the impact on importance assigned to standards in national tests and the
themselves as learners in terms of greater awareness, self associated accountability. Some head teachers felt bound to
esteem and confidence. For example, this agenda and responded to it in an instrumental manner.
Others work with it more creatively and see developing
We have all benefited from being involved in the learner autonomy either as more important or as an
project; the children because they have had their voice alternative route to higher attainment over the longer term.
valued and listened to and because we, as staff, have
looked so closely at their emotional needs and In some schools there is the convergence of leadership values
development; the teachers involved because it has and action and teacher agency in sympathy with the
enabled us to develop our leadership skills and given leadership values and the here one can see the strongest
us a platform to develop strategies that we believe to effects. In these schools research culture and processes
be beneficial to the children on our school, and to emerge as a significant factor. It appears to give schools
develop and skill other members of staff; the teaching greater confidence in terms of their ability to identify factors
assistants who have been empowered to developed affecting attainment and motivation and potential levers for
their skills and confidence within a project that they change and makes teachers more reflective and critical. Such
are interested in and wholly committed to. (Primary conditions have been referred to as ‘working space’. These
teacher, Phase 4) conditions required the agency of one or more members of
staff to exploit the opportunity offered by leadership
Questions, as always, remain to be asked regarding the decisions. In some schools or for some teachers these
factors that determine the extent to which L2L has taken root conditions petered out as individual agency failed. However in
in a school and the sophistication with which the some schools the conditions were capitalised upon and a
opportunities presented have been used. The trends identified learning space was created for the project group. Key
in the first two years have been validated by data in the final conditions for this progression appear to be:
year but much remains to be learned as to how best to fine
tune the processes conducive to teachers’ professional • dialogue;
learning shown to have merit in Phase 3. Future learning will • peer support;
require us to go beyond, or behind, the teachers’ own • feedback from pupils;
reporting of impact and to seek greater understanding of the • project support (in the form of help from outsiders to
patterns and variance; the challenge will be to achieve this support the processes of problematising issues, data
without jeopardising the freedom and autonomy that have collection and analysis, access to good ideas and tools); and
been a key factor in the success of L2L. These are ideas • support from local networks.
followed up in Phase 4.
Dialogue however is a key element, as peer support, feedback
from pupils, project support and support from and

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 Developing New Understandings of Learning to Learn 11

engagement with local networks are all potential sites for

professional interaction - with colleagues, pupils, others
involved in the project and even with oneself (Cordingley et
al., 2003). It is important that this dialogue goes beyond
exchange of ideas and becomes a critical examination of
experience, issues and beliefs about education. In such
dialogue power relationships can fade into the background
and personal relationships come to the fore. What does such
a learning space look like?

There is considerable diversity in terms of the impact of L2L

on schools. It is evident that the structures and cultures of
some schools are a ‘better fit’ for such innovations as L2L. In
some schools L2L has offered a set of practices which are
consonant with the senior leaders’ values. Where there has
been success it has been because of the motivation of such
leaders, the enthusiasm and commitment of key individuals in
the school (not necessarily in leadership roles) and their
willingness to experiment, share experiences across the school
and trust one other.
Figure 7. Many schools recruited parents, carers and grandparents to show
Development of ICT that learning is a lifelong and life wide activity.
Information and Communications Technology played a key Approaches such as these have the advantage of developing
part in the Learning to Learn project. It was integral to the both teachers’ and pupils’ ICT skills. ICT clearly has an
research approach, which developed the professional use of important role to play in supporting learners’ personal
technology by the teachers involved. It was also a key focus reflection on their learning as they understand and develop
for a number of the specific investigations that the schools their learning capabilities.
have undertaking where the contribution of ICT to developing
more effective teaching and learning has been an integral Wider community learning
part of what was being researched. A number of schools have Over time, the focus within Learning to Learn has extended,
also been developing particular approaches using ICT more from the individual learners and classes, to systems within
directly and systematically, such as investigating the impact of schools and inevitably to the world beyond the school. The
PowerPoint presentations as effective learning prompts to focus of engagement with parents in the first year of Phase 3
lessons, or the use of electronic mind-maps where pupils can was shown to divide into two main strands: consultation and
edit the maps and reflect on their developing knowledge and interaction. In the second year key themes were that
understanding, and the use of digital learning mats. consultation needs to be authentic, timely, repeated,
responsive and embedded in the process of re-design and
that interaction needs to be centred on real-world tasks
related to the children’s learning, tasks which motivate
parents to get involved. When these criteria are met, there is
evidence from these case studies that both the level and the
quality of contact between home and school increases. By the
third year it was becoming clear that the engagement with
parents had become more of a focus. Case studies completed
in this area exemplified the effect where engaging parents
leads to a virtuous cycle of increased engagement and better
communication. Key common features include the use of a
common Learning to Learn language at home and school and
a focus on improving students’ experiences of school, whether
in terms of curriculum, assessment or broader questions of
wellbeing and happiness. While the process of engaging
Figure 6. PEPI the clown encourages students to learning using the computer

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12 Research Matters 33

beyond the school gate has not been easy and has relied on successful in enabling teachers to focus on improving the
the drive and inter-personal skills of key teachers, these quality of learning in their schools and that this can be
schools have experienced a permanent shift in perspective. identified in pupils’ assessed performance in tests and
For some teachers engaging parents formed a significant part examinations as well as in their attitudes and achievements
of their future plans. They talked about their dissatisfaction more broadly and furthermore that the teachers have valued
with the status quo of communication through newsletters the opportunity for professional development and enquiry
and parents’ evenings and expressed the desire to have provided by the project.
deeper and richer interactions, whether face to face or by
making better use of websites and other ICTs. One of the Four key research themes will be targeted at school level to
areas stressed by teachers was the need to raise parents’ provide some structure to the professional enquiry completed
aspirations, particularly in areas of social disadvantage. This by teachers:
appears to be part of a process in which, as parental
aspirations are raised, the attitude of the school towards • Developing a language for learning: through
parents begins to shift and parents come to be seen less as collaborative learning approaches and the development of
hopeless and helpless but as active partners in effecting more effective feedback in lessons, pedagogical tools for
change. The process of repeated, authentic consultation has learning and enquiry and investigating its impact on
led schools to recognise that the ‘drive for standards’ is not attainment, attitudes and autonomy
always the first priority for parents and that the development
of the school needs to reflect their core concerns. • Innovation and change: Comparison of new L2L schools
with Phase 3 schools – teacher and student views; learning
There does seem to have been a clear shift in the way some biographies; students’ metacognitive knowledge and skills;
teachers conceptualise parents as part of the school: for these impact on attainment and achievement. looking at
individuals a whole school approach has to go beyond staff replicability and transferability of research findings.
and children to encompass families and communities. This is a
gradual process but it can result in significant change, both in • Exploring the role of technology: in supporting
school culture and in the level of parental involvement. learning through enquiry, particularly to support reflection
and action (e.g. use of video; weblogs; podcasting; e-
portfolios) of students, teachers and researchers.
Conclusion and looking forward to Phase 4
• The world beyond the school gates: exploration of
The impact on pupils and their learning in Phase 3 has been how better relationships with parents can be developed;
clearly positive, with both qualitative and quantitative data how communication about children’s learning can be
providing evidence of improved learning, positive attitudes and increased; potential benefits of home/school partnerships
dispositions for learning as well as improved achievement and
attainment associated with the project and Learning to Learn Of particular interest in Phase 4 will be the development of
activities which the schools have undertaken. After three years the L2L model as it continues in those schools from Phase 3
of work in their schools the teachers involved are positive about that continue to work with us: the longitudinal impacts of the
their involvement in the project and clearly value the project on learners, teachers, schools and wider communities
opportunity to develop professionally whilst investigating what as well as the sustainability of the approaches. This will be
‘Learning to Learn’ looks like in their schools. complemented by the experiences of the new schools that
join the project at the start of Phase 4: how well the project
Some clear challenges have also emerged during this Phase. It model transfers and the extent to which it is replicable and
is difficult to maintain a development focus over three years how experienced L2L schools can act as more experienced
in schools with so many competing demands on time and ‘expert’ support.
attention. Where the scale of the development work has
increased, this has created its own challenges as new The diversity of schools, teachers and approaches makes it
colleagues are involved with different understandings of what difficult to draw clear conclusions about precisely what the
is makes Learning to Learn successful. These are facets which benefits of Learning to Learn are and how they have been
will be explored in Phase 4. achieved. We believe that a range of factors has contributed
to the success of the project in the schools involved. These
We can conclude that the Learning to Learn project has been have included the particular Learning to Learn techniques and

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 Developing New Understandings of Learning to Learn 13

approaches investigated by the teachers and the process of whole week of learning was difficult. The key reasons were a
enquiry itself. The Learning to Learn project continues to be reluctance to write on a regular basis and a lack of awareness
successful in enabling teachers to focus on improving the of their ability to reflect and evaluate learning.
quality of learning in their schools and this has been shown
to be identified in pupils’ assessed performance in tests and Hazelbury Infant School, Enfield
examinations and their wider achievements. Further the This project aimed to investigate whether using the TASC
teachers themselves have valued the opportunity for wheel for problem solving improves self esteem and
professional development and enquiry provided by the motivation by encouraging children to take responsibility and
project, as can be evidenced by the number who have signed reflect upon their own learning. It is clear that most of the 71
up to continue for another three years as part of Phase 4. children’s attitudes to learning and self esteem improved. In
addition, more children were measured as being on task in
lessons that used the TASC wheel. This result was consistent
Examples of Phase 4, Year One case studies across three year groups.

Weaverham Primary School, Cheshire Marlborough Primary School, Cornwall

We aimed to support children in acknowledging and dealing As a result of this case study there is an ethos of learning
with their emotions in such a way as to promote readiness for throughout the school – children see that teachers are
learning and to enable them to acquire the necessary tools to engaged in the same process. Risk taking, exploration and
foster rewarding friendships, in other words to develop trialling of new ideas, has become a cultural principle.
emotional literacy. In this respect we were aiming to improve Successful learners need to have control of their learning.
readiness for learning and individual resilience through the Learning is not passive – it does not come to those who wait
use of SEAL materials in Circle Time and the provision of a or merely respond – it is essential to question and seek out.
Nurture Group.
Archbishop Benson Primary, Cornwall
Carterhatch Primary School, Enfield It was hoped that the aims would enable pupils to take
This case study explored classroom organisation and asked greater control, develop resilience and more responsibility for
which was most effective for learning. After completing the their learning. Promoting pupil voice in a skills based
research, it was evident that children showed greater curriculum using learning detectives gives pupils ownership of
progression when working in larger groups. This group work learning which has a positive impact on levels of motivation,
did create noise that needed to be monitored to ensure it is confidence, independence, self esteem and attainment. It
productive. When working individually many of the children promotes mutual respect within and beyond the classroom,
were not engaged and lost confidence because they could not has a positive impact on language development and talking
rely on their peers for support. about learning

King Edward VI School, Northumberland Wooler First School, Northumberland

Our aim was to investigate potential tools for learning which This project investigates how effective marking ladders are in
would enable us to support students in developing supporting children’s self- assessment of their own writing.
responsibility & resourcefulness. Our ultimate aim was to We found that they were a useful tool to support children’s
develop a means of fostering independent lifelong learners self assessment of their own writing and help them to focus
with the skills to fulfil their potential. Learning mats were on the process of writing. However it is important that
found to be a valuable resource that supported students in marking ladders remain adaptable and can be differentiated
becoming independent learners. Year 13 students responded for different abilities, especially for the more able. Overall they
positively, however they appeared less effective in supporting are effective but have to be adapted to suit the pupils and the
less able Year 10. context.

Tytherington High School, Cheshire

This project aimed to provide students with a reflection log to
support reflection and discussion about learning. It was hoped
this would improve attitudes to learning and make students
more aware of their learning styles and abilities. The project
found that although students were positive about learning
and school life in general, asking them to reflect about a

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14 Research Matters 33

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(2007) Learning to Learn in Schools Phase 3 Evaluation Year Three Final
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learning outcomes, The Curriculum Journal, 16(1): 7-30.
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ed.), Geelong: Deakin University. Stenhouse, L. (1981) What counts as
research? British Journal of Educational Studies, 29(2): 103-114
STENHOUSE, L. (1981) What counts as research? British Journal of
Educational Studies 29(2): 103-114
WALL, K. and HIGGINS, S. (2006) Facilitating and supporting talk with
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Further information, including access to the 85 case studies produced by

the teachers over the duration of the project and the annual project reports,
can be found at the Campaign for Learning website:
http://www.campaignforlearning.org.uk/

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 Developing New Understandings of Learning to Learn 15

THE INTERNATIONAL NETWORK FOR SCHOOL IMPROVEMENT

INSI RESEARCH MATTERS
Number 33 Summer 2009

Developing New Understandings of Learning to Learn

Authors: Dr Kate Wall

Research Centre for Learning and Teaching
School of Education Newcastle University

Elaine Hall
Research Centre for Learning and Teaching
School of Education Newcastle University

Editor: Jane Reed

Head of International Network for School Improvement,
London Centre for Leadership in Learning (LCLL)
Institute of Education

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