Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Learning How to Learn - In Classrooms, Schools and Networks

This research and development project aimed to advance both understanding and practice of learning how to learn in classrooms, schools and networks. More specifically it:

  1. Developed and extended recent work assessment for learning (AfL) into a model of learning how to learn for both teachers and pupils, emphasising how the concept of learning how to learn focuses on learning practices which are integrally bound up with learning in subject domains.
  2. Investigated what teachers can do to help pupils to learn how to learn, demonstrating the importance for teachers’ professional learning and practice of an understanding of the principles that underpin AfL.
  3. Investigated the characteristics of schools in which teachers successfully create and manage the knowledge and skills of learning how to learn, especially leadership support for classroom inquiry.
  4. Investigated systematically, through network mapping, how educational networks can support the creation, management and transfer of the knowledge and skills of learning how to learn.
  5. Attempted to develop a generic model of innovation in teaching and learning that integrates work in classrooms, schools and networks, showing the parallel processes involved in learning how to learn at all three levels.  

The team also developed innovative electronic tools to support large distributed research projects in ways that made development and research materials accessible to various audiences.

The project ran from 2001 to 2005 and involved four universities (Cambridge, Reading, the Open University and King’s College, London) working in partnership with schools in five LEAs (Oxford, Medway, Herfordshire Redbridge and Essex) and a Virtual Education Action Zone. Development work was monitored and changes in learning processes and outcomes were investigated using both qualitative and quantitative methods. Accounts of the relationships between processes and outcomes were developed using a theorised audit trail approach.