Reflection on Learning Week 5 - Independent Learning

We are in week 5 of our collaborative discussion on the components of Instructional Delivery.  This week we will reflect on all of the ways that we get students to high levels of rigor through independent learning tasks.

“The ultimate goal of instruction is that students can independently apply information, ideas, content, skills, and strategies in unique situations.”  (Fisher, Frey. 2008)  In order for students to apply their learning independently, students should be given familiar tasks that require application of information that was previously taught.  In absence of good instruction through a concise and precise focus lesson, guided learning supports from the teacher, and collaboration with fellow students, most students, especially struggling students, will fail to successfully demonstrate what they have learned independently.

Independent learning is not a one size fits all approach.  Since learning is a personal event, teachers should remember that they must require all students to complete the same independent task with the same level of difficulty, but also allow students the opportunity to challenge themselves beyond the minimum expectation.  In other words, teachers should have in mind what they expect all students to demonstrate for mastery, and they should also provide students some choice in the complexity.  For example, if students in a reading classes are engaged in an independent task over the concept of writing the summary of a story, students might select a familiar text with an appropriate reading level.  If students in a math class are demonstrating their understanding of ratios and proportions in problem solving situations, all students would have access to the minimum level of complexity for mastery but have the opportunity to demonstrate mastery through medium and high level tasks.  It is the salesmanship of the teacher that ensures that all students master minimum expectations but strive for the highest levels of learning possible.

Engagement Component	Description	Rigor	Content	Time Frame
		How are DOK 2 & 3 questions provided and responded to?	What content is covered?	The approximate time that the activity should take.
Independent Learning	Activity that allows students to interact with content individually and independently while teacher monitors and provides individualized support.	Provided to students at the rigor of the standard, but students are also challenged to tackle tasks at higher levels of rigor.	Content that students can handle independent of teacher.	10-20 minutes

Reflection Task

In what ways do you create independent learning activities for students that challenge them to surpass the minimum expectation for mastery and reach for higher levels of rigor?