11 Ways to Help Students Relearn How They Learn by Shifting Focus from Curriculum
- 2 days ago
- 9 min read
Written by Helen Kenworthy, Artistic Director
Helen champions the arts as a tool for change. Now, as CEO of RYTC Creatives CIC and Give Get Go Education, she mentors young people, creates pathways for them to thrive in the arts, and helps launch successful careers.
Why do so many students complete work, yet still rely heavily on instruction when learning becomes challenging? Many students move through learning by following instructions rather than developing a clear approach of their own. They are told what to study, what to write, and what the outcome should be, and while they are often shown how to approach tasks, this is usually within a structure that prioritises consistency and measurable outcomes over individual understanding. As a result, what sits underneath learning is not always made explicit, particularly how to think through a task, how to break it down, and how to respond when something does not immediately make sense.
This creates a gap that is easy to overlook because, on the surface, students appear to be progressing. Work is submitted, lessons are followed, and expectations are met. Yet when they encounter something unfamiliar or more complex, the absence of a clear internal approach becomes visible. At that point, progress slows, reliance on instruction increases, and confidence can begin to shift.
The difference is not rooted in ability, but in how learning has been experienced and supported. Students who have had the opportunity to develop an approach are able to work through challenges with some structure, while those who have not are more likely to depend on guidance to move forward. Over time, this reinforces a pattern in which learning becomes something to follow rather than something to actively engage with. If this gap is not addressed, students may continue to meet expectations without developing the independence or clarity needed to navigate learning more confidently.
This is why the focus needs to extend beyond what is being taught and towards how students are supported to approach learning within the structures they are part of. In this article, we explore why this pattern is so common, what it means for students to relearn how they learn, why this matters especially for the brilliantly underestimated, and how a more personalised approach can begin to close this gap.
The traditional mindset in learning
To understand why this pattern is so common, it is important to look at the mindset that has traditionally shaped how learning is structured and delivered.
Learning has long been organised around clarity, consistency, and measurable outcomes. The curriculum is broken down into objectives. Lessons are designed to meet those objectives. Progress is assessed against defined standards. This provides direction and accountability, but it also shapes how students are expected to engage with learning.
Within this model, the emphasis is placed on completing tasks, applying set methods, and working towards correct answers within a given timeframe. Students are guided through processes that are designed to be clear and repeatable. While this supports structure and consistency, it does not always create space for students to understand how to approach learning in ways that work for them. As a result, how to approach learning is often assumed rather than clearly taught.
Over time, this structure reinforces a particular way of engaging with learning. Students become used to following defined methods, working towards expected outcomes, and relying on external guidance to move forward. Less attention is given to how they process information, adapt their approach, or develop independence in unfamiliar situations.
For many learners, especially those who do not naturally align with this structure, the challenge is not ability but fit. The system is designed for consistency, but learning itself is not always consistent.
Why this mindset needs to be challenged
If this mindset remains unchanged, the gap identified earlier does not close. It becomes more established over time. When learning is experienced primarily through instruction and fixed methods, students are less likely to develop the confidence to approach new or unfamiliar situations. They may continue to complete tasks, but without a clear sense of how to adapt, interpret, or think through challenges independently.
This extends beyond academic outcomes. Students who rely heavily on structure can find it difficult to transfer their learning into different contexts. When the format changes, support reduces, or expectations shift, the absence of a clear approach becomes more visible. Progress may slow, not because the content is beyond them, but because the process for engaging with it is unclear.
Over time, this shapes how students engage. Some begin to avoid situations where the path is not clearly defined. Others disengage or participate at a surface level. Many continue, but with an increasing reliance on direction rather than developing independence.
This is why simply increasing support within the same structure does not always lead to meaningful change. More explanation, repetition, or guidance can help in the short term, but it does not address the underlying issue.
What needs to shift is not just the level of support but its focus. Students need to be supported in understanding how to approach learning, process information, and respond when something does not immediately make sense. Without this, the pattern continues, regardless of effort or intention.
What does it mean to relearn how to learn
Relearning how to learn is not about adding more content or increasing the pace. It is about shifting the focus towards how students approach learning in the first place. It is about adopting a more child centred approach to learning, rather than relying solely on fixed methods and standardised guidelines.
At its core, this means helping students become more aware of what happens when they engage with a task. Not just what they are doing, but how they are thinking, processing, and responding as they work through it. It moves learning away from simply following steps and towards understanding how to navigate those steps when they are not immediately clear.
For many students, this way of learning has not been explicitly developed. They may know how to follow instructions, but not how to move forward when those instructions are no longer clear or available.
Relearning how to learn creates space for a different experience. Instead of relying entirely on direction, students begin to develop their own approach to tasks, supported but not guided at every stage. They become more able to make sense of new information, work through uncertainty, and engage more actively with what they are doing.
Over time, this leads to greater clarity and independence. Students are not just completing work but developing an approach they can apply across subjects and real life situations. This shift does not replace the curriculum. It strengthens how students engage with it.
Why this matters and especially for the brilliantly underestimated
This shift in how students approach learning matters for all learners, but it is particularly significant for those who are often described as the brilliantly underestimated. These are students whose abilities are not always reflected in traditional structures, not because they lack potential, but because the way learning is designed does not fully support how they engage with it. They may think differently, process information in their own way, or require more time and space to make sense of what they are doing.
Within systems that prioritise pace, consistency, and standard methods, these differences are often overlooked. When students are expected to follow the same approach, their progress is measured by how closely they align with expected responses, rather than by how effectively they understand and engage with the learning itself. As a result, students who do not immediately fit this model can be seen as struggling, when in reality the issue lies in how they experience learning rather than in their ability.
Over time, this misalignment has a clear impact. Students may continue to complete work, but without a clear sense of ownership. Confidence can begin to shift, engagement may reduce, and reliance on instruction often increases, not as a reflection of need, but as a response to a system that has not supported the development of an independent approach to learning.
This is where the Creative Pathway Methodology, a unified approach developed through RYTC Creatives CIC (The RYTC), Education Selection Box (ESB), and Give Get Go Education (GGGE), becomes important. It brings together learning, creativity, and career development in a way that centres the individual, supporting not just what students learn, but how they grow in confidence, expression, and direction over time.
For the brilliantly underestimated, this shift is significant. It creates the conditions for them to move from simply managing within a structure to actively engaging with their learning, building independence, and recognising their own capability in a way that is both realistic and sustainable.
11 ways to help students relearn how they learn
With this in mind, the focus shifts from understanding the problem to supporting change in practice. If students are to move away from relying on instruction and towards developing their own approach to learning, they need consistent opportunities to engage with learning differently.
This does not require a complete overhaul of the curriculum. It requires a shift in how learning is experienced within it. By making small but intentional changes to how tasks are approached, supported, and reflected on, students can begin to build the confidence and independence that have often been missing.
The following approaches are not a fixed set of rules but practical ways to support students in developing a clearer, more effective approach to learning.
1. Break tasks into manageable steps
This helps students feel less overwhelmed and more able to move forward with clarity. It also allows them to see progress as they complete each part.
2. Focus on what the task is about
This allows students to understand the purpose behind the work, rather than just completing it. It helps them connect what they are doing to the bigger picture.
3. Make the start clear and accessible
This reduces hesitation and helps students begin without waiting for direction. It builds confidence in taking the first step independently.
4. Allow time to think and process
This gives students the space to make sense of what they are doing at their own pace. It supports a deeper understanding rather than rushed completion.
5. Normalise challenge and difficulty
This helps students see that struggle is part of learning, not a sign of failure. It encourages them to stay engaged when tasks feel difficult.
6. Encourage questions as part of learning
This supports curiosity and helps students engage more actively with tasks. It also gives them a way to move forward when they feel unsure.
7. Support trying different approaches
This allows students to find methods that work for them, rather than relying on a single fixed approach. It builds flexibility in their approach to learning.
8. Build awareness of what is working
This helps students recognise effective strategies they can use again. It strengthens their ability to make informed choices in their learning.
9. Encourage reflection on what to improve
This supports ongoing development and helps students learn from their experience. It also gives them a clearer sense of what to adjust next time.
10. Reduce over reliance on instruction
This gradually builds independence by giving students more responsibility for their learning. It encourages them to think before seeking direction.
11. Reinforce independence through support
This ensures students are guided in a way that helps them think for themselves. It balances structure with the freedom to develop their own approach.
Taken together, these approaches are not about introducing new content, but about shifting how students engage with what is already in front of them. Each one creates space for students to move beyond simply completing tasks and towards developing a clearer, more independent approach to learning. When applied consistently, even in small ways, they begin to build confidence, reduce reliance on instruction, and support students in developing an approach they can carry across different subjects and situations.
Conclusion
The shift from goals to growth is not just about changing what students learn but also how they approach learning. By moving away from a system that relies heavily on instruction and standardised methods, we empower students to develop the independence, confidence, and skills needed to engage with learning on their own terms.
This shift is particularly significant for the brilliantly underestimated, those students who have often been overlooked by traditional systems. By supporting them in developing their own approach to learning, we provide them with the tools to thrive, not just in the classroom, but throughout their lives.
True progress lies in the ability to adapt, grow from challenges, and continually learn in a way that feels real and sustainable. When students are given the space to relearn how to learn, they not only gain academic success but also the lifelong confidence to approach any challenge with clarity and resilience.
If this resonates and you are starting to see that the challenge is not ability but approach, the next step is not to add more pressure but to create the right support for how learning is experienced.
The Creative Pathway Methodology, developed across RYTC Creatives CIC (The RYTC), Education Selection Box (ESB), and Give Get Go Education (GGGE), is built on this understanding. It brings together learning, creativity, and career development in a way that centres the individual, helping students build confidence, clarity, and independence in a way that feels realistic and sustainable over time.
If you would like to explore this approach further, you can start here. This free resource has been created to give you a practical starting point, whether you are supporting a child, working in education, or simply looking for a different way to think about learning. Join on Linktree today. Creative Pathway Methodology Of Course You Can!™ serving the brilliantly underestimated
Helen Kenworthy, Artistic Director
Helen Kenworthy’s career embodies the transformative power of the arts, from her early roles in the prestigious West End with Bill Kenwright to her impactful work in regional theatre. As manager of the Oxfordshire Youth Arts Partnership, she created pathways for young people to thrive in the arts, with many going on to successful careers. Now at RYTC Creatives CIC and Give Get Go Education, Helen continues to inspire and mentor the next generation of theatre-makers and community leaders, offering invaluable opportunities for growth and professional development.
