Increasing student learning through an interest-driven intervention with self-regulated learning support in young learners

OBCC 119

An Early Years curriculum needs to provide opportunities for children to develop social, emotional and intellectual skills whist practicing academic skills such as cutting, counting, decoding and holding a pencil correctly. Research consistently demonstrates that self-regulated learners are more likely to achieve academic success and that interest can be triggered and maintained through external cues, such as the support of teachers. Flag Time is an interest-driven intervention with self-regulated learning support that is based on rigorous planning, ongoing formative assessment and effective use of time that provides children with challenging, targeted and personalized experiences to help them master academic skills within a meaningful context that focuses on broad intellectual goals. Participants will have the chance to take part in a 'mini' Flag Time and will appreciate how this strategy was implemented and developed. Results from research about the impact of this strategy on students’ achievement and self-regulation will be discussed.