Developing ‘Learning to Learn’ Skills Through Experiential Challenges

• Published in: Gifted education international 2005-07, Vol.20 (1), p.80-87
• Main Authors: Davies, Paul, Hymer, Barry, Lawson, Heather
• Format: Article
• Language: English
• Subjects: Children; Cognition; Education; Evaluation; Gifted children; Group work; Intelligence; Learning; Pedagogy; Repetition; Skills; Students; Teachers; United Kingdom
• ISSN: 0261-4294; 2047-9077; 2407-9077
• DOI: 10.1177/026142940502000110

A group of Year 6 pupils (aged 10–11 years) at Newbarns Primary School, Barrow-in-Furness (4 boys and 2 girls, all identified as highly able by their class-teacher) took part in a project using MTa PASS (2002) materials in order to help them develop their learning skills. The activities they undertook as part of this project were known to them as ‘challenges,’ and the main focus of the evaluation was to examine the extent to which pupils were applying the skills they had learned from these ‘challenges’ to their wider learning. MTa PASS materials are designed to help participants find out about their skills and abilities, develop constructive attitudes to learning, and improve their intra- and inter-personal skills. The package contains 17 different activities (many of which bear repetition), based around a set of constructional equipment. The activities are graded for degree of difficulty, but no specific sequence has to be followed. Collaborative small group work is central to all the activities, as is a significant plenary element, involving high levels of review and reflection.