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Using ICT to support learning

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If you haven't already done so, look at the PowerPoint presentation in Workshop 2. If you liked the visual metaphor of barriers in the presentation, here are two more versions that you might like to use with your students. They are intended for as a stimulus for discussion with your students about their learning and how they can begin to take tesponsibility for their own learning. Look at the notes first, then the presentations – you will probably want to use only one of them, depending on your students' current skills – then at the picture cards provided for follow-up activities.

Notes (PDF)

Do you sometimes get stuck? (PPT)

Why do you get stuck? What can you do about it?

Picture Bank (Word)


FAQ: Assesment of accuracy in spelling
For students who have a diagnosed learning disability which impacts their ability to spell, how should I handle this on a test or a quiz? There are times when the spelling doesn't even remotely give a hint as to what the actual word is.  But, when I ask the student what he or she was striving to communicate, they usually can tell me.
Download FAQ on spelling


[Links were last checked 1.11.10, unless otherwise indicated.]

Highland's Learning and Teaching Toolkit
Pages on independent learning

Self-Regulated Learning: A Literature Review
Self-regulation includes the ability to concentrate, become involved in group activities, restrain impulsive and disruptive behaviour and work autonomously. The report is based on a review of the existing literature on self-regulation, with a focus on children aged 5-16. Find a link to the report here:

[2.3.11] Study skills
For pupils: Learn how to become an effective learner and how to manage your own learning.

[16.6.12] Personalisation and special educational needs
In June 2009, NASEN held a seminar to examin the meaning and significance of personalisation for special needs and inclusive education. One of the outcomes was Policy Paper 5, downloadable from NASEN's website.


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