Foreword by Ron Ritchhart Preface Acknowledgments About the Authors 1. Learner Independence Defining Learner Independence Learner Independence Encourages Self-Esteem Independent Learning: A Habit of Mind Conclusion A Time to Reflect A Visit to Our Classrooms 2. Structuring for Learner Independence Controlling Versus Structuring for Learning Fostering Independence Through Student Thinking Interdependence Encourages Independence Conclusion A Time to Reflect A Visit to Our Classrooms 3. Teaching That Promotes Independence Implicit and Explicit Teaching Constructivist Education Supporting Students: The Zone of Proximal Development Problem-Based Instruction Gradually Releasing Responsibility Conclusion A Time to Reflect A Visit to Our Classrooms 4. Expectations and Communication That Supports Independence Benefits of a Well-Managed Classroom Setting Expectations Communicating With Students Language of the Classroom Peer Communication Conclusion A Time to Reflect A Visit to Our Classrooms 5. Aligning Understandings and the Environment for Independence Benefits of a Well-Planned Environment An Environment That Mirrors a Teacher's Understandings Analyzing the Physical Environment Role of the Teacher Conclusion A Time to Reflect A Visit to Our Classrooms 6. Setting Up for Independence Arranging the Physical Environment Whole Group Small Group Student Seating Student Seating: The Freedom to Choose The Teacher's Desk Learning Centers, Materials, Supplies, and Resources Wall Space A Final Touch Routines and Procedures Change Over Time Conclusion A Time to Reflect A Visit to Our Classrooms 7. Assessment That Fosters Independence A Comparison of Assessments The Link Between Rubrics and Independence Assessment That Encourages Independence and Creativity Assessing With Purpose Reflect on Your Use of Rubrics The Benefits of Assessment for Learning Conclusion A Time to Reflect A Visit to Our Classrooms 8. Evaluation and Analysis That Develops Independence Supporting Students Through Evaluation Using Evaluation in Planning Conclusion A Time to Reflect A Visit to Our Classrooms 9. Information That Fosters Learner Independence Observations as Assessment Conversations as Assessment Feedback: Descriptive and Evaluative Feedback That Informs Instruction Analyzing Student Work for Evidence of Instruction Analyzing With Others Conclusion A Time to Reflect A Visit to Our Classrooms 10. Planning to Support Independence Purposeful Decisions The Teaching and Learning Cycle Long-Range Planning Daily Planning Approaches, Grouping, and Resources Conclusion A Time to Reflect A Visit to Our Classrooms 11. Differentiating for Independence All Students Can Learn Teaching Responsively Encourages Independence Using a Variety of Processes and Resources to Encourage Independence Go Deep, Avoid Coverage Students Need to Know Themselves as Learners Student Choice Is Critical Differentiation Leads to Independent Learners Conclusion A Time to Reflect A Visit to Our Classrooms 12. Conclusion: Changing and Reflecting Our Behaviors Are Influenced by Thought and Perception Teaching Is Constant Decision Making Learning Requires Engagement and Alteration in Thought Humans Continue to Grow Cognitively Resource A: Task Analysis Resource B: Moving From Controlling Learning Resource C: Responses That Encourage Independence References Index
"This one will be dog-eared, highlighted intensely, and readily accessible on the corner of my desk. However, in the spirit of this book's call for independent thinking, don't take my word for it. Read and judge for yourself. You won't be disappointed." -Rick Wormeli, Columnist Middle Ground Magazine, National Middle School Association Learner independence = student success! While every teacher's goal is to help students become independent thinkers, determining exactly how to lead students toward self-sufficiency can be a challenge. This straightforward resource invites teachers to reflect on their philosophy of teaching and learning, and helps identify the key ingredients for creating a classroom that promotes student success and independence. Teachers will discover how to build on student strengths and interests and provide authentic learning experiences. The book includes checklists, examples, and tips, and shows readers how to: Identify practices that hinder independence as well as those that foster student self-sufficiency Engage learners so they can contribute information about how and what they want to learn Promote development of good work habits, self-motivation, resiliency, and peer-to-peer problem solving Strengthen students' critical thinking and inquiry skills Incorporate differentiation and formative assessments Infused with research and real classroom experiences, this readable handbook helps educators develop students who can solve problems and learn independently.
Roxann Rose-Duckworth is an innovative elementary and middle school teacher, college instructor to preservice educators, and respected educational consultant. Rose-Duckworth has nearly fifteen years experience working with students in kindergarten through sixth grade in three different states. She was recognized for her creative and effective teaching strategies in 1996 when the Walt Disney Company honored her dedication to her students as one of 36 teachers chosen nationwide to be honored by Disney's American Teacher Awards. Rose-Duckworth's teaching was highlighted in The Creative Classroom Project, a video series by Harvard Graduate School of Education's Project Zero (1999-2004). She has presented at national conferences for both ASCD and IRA and published articles in NCTE's Primary Voices. In 2006, Rose-Duckworth co-authored The Teaching Experience: An Introduction to Reflective Practice (Pearson). She enjoys preparing future teachers for tomorrow's classrooms and working with current teachers to help them reflect on and improve their teaching practices. Rose-Duckworth takes an active role in North Sound Reading Council, her local International Reading Association affiliated organization. Karin Ramer is a reflective and respected elementary school teacher and educational consultant. She has taught kindergarten through third grade, reading recovery, Title I, and special education. Aside from teaching in the classroom, she has effectively worked as a mentor, literacy coach, and staff development facilitator at the elementary level. Her passion is teaching students and guiding educators as they reflect on best practices. Currently, Ramer works as an educational consultant in Oregon and Washington, aiming to enhance understandings about literacy and learner independence. Over the last ten years, she has presented for conferences sponsored by the Western Literacy & Reading Recovery (R), The Learning Network (R) , and Washington Organization for Reading Development (WORD).