How Parents Can Support Study Skills, part 2
Jonathan Firth's Memory & Metacognition Updates #55
Last time, I wrote about how parents or other carers can play a role in supporting study skills, and pointed out that they may face familiar challenges, including flawed metacognition.
I believe that it is well worth engaging with parents on these issues. But what if different teachers are sending out different messages? It could get confusing!
A school-wide approach could be beneficial. If everyone in a school is clear about their purpose and goals, they will more easily be able to communicate this to parents and to students themselves.
Below are some thoughts on how to achieve it.
Professional Learning
The first thing that a school-wide approach should do is draw upon and develop existing staff expertise. Staff already have relevant knowledge and experience; simply imposing a new plan on them could cause resentment. Instead, schools can involve teachers in the planning process, and encourage learning communities to engage further with research evidence.
Varied Demands
Another consideration is that self-regulated learning (SRL) may look different depending on the learning situation, taking into account age and development. This implies the need for a coherent plan for new skills that will be developed each school year. It will also be necessary to extend and deepen learning of these over time, via a spiral curriculum.
It’s worth considering how this will look across different subject areas, too (there’s a chapter on this in my latest book – see end of the newsletter for details!).
Parents
So, what exactly needs to be communicated to parents? Assuming that a school-wide plan has been developed, SRL targets can then be emphasised in emails, letters, and talks.
I think it will be important to keep parents’ contribution clear and manageable. Support could be provided in the form of leaflets, videos, etc.
Schools should be open to feedback, too, and be honest with parents about what can be expected. Developing a child into a self-regulated learner takes time and patience.
Wider Partnerships
Particularly for secondary schools, it is worth considering partnerships with local colleges and universities. Some of their staff may have expertise in study skills. They also have an stake in ensuring that school leavers are well prepared for further study. They may be able to provide insights into common struggles that students face, bringing these into focus at an earlier stage.
Here is some thought-provoking further reading by Lam (2022):
Lam (2022). E-Portfolios for self-regulated and co-regulated learning: A review.
Lam highlights the use of “virtual interactions with peers, teachers, parents, and community members”, but is also very clear that SRL needs to be carefully scaffolded. These skills don’t develop overnight.
All in all, there is reason to think that self-regulated learning is going to be more effective if schools have coherent policies in place, and if they engage with parents.
Have a great week, and happy Hallowe’en! 🎃
Jonathan
Last week: How Parents Can Support Study Skills
New Book, links below:
Amazon UK | Amazon US | Booktopia Australia | Preview on SAGE site.
(Elsewhere in the world? Let me know if you are struggling to find it – JF)
Please note that my slides and similar materials are used under a CC BY-NC 4.0 license. This means you can use or adapt them with attribution for non-commercial purposes. If you wish to use my materials for other purposes, feel free to get in touch.