Independent Learners, Part II

From the desk of Carol C. . .

Last week we looked at some of the characteristics of independent learners.  This week let’s focus on how educators can help children become independent learners.

If independent learners are risk takers, how do we help our students take more risks?  Once we’re sure our students understand what the task requires, we give them time to explore ways to complete the assignment.  We try to answer their questions by questioning them further.  We say things like, “Well what do you think?  Where could you find that information?  Does that make sense to you?  Why?”  When there’s not one right answer, it’s easier to take a risk.

If independent learners use multiple strategies to solve problems, how do we help students become willing to do so?  One idea would be to require them to show more than one way to complete an assignment.  Maybe they would have to come up with three means by which to solve a math problem or discuss two ways they deepened their understanding of what they read.  Before any of this can happen, of course, your students must be taught and given time to practice using a multitude of problem solving strategies.

If independent learners actively attempt to complete a task, how we do encourage our students to engage quickly and responsibly in the assignments?  Our part of the lesson should be brief.  We make sure our students have what they need (information and materials) in the least amount of time possible without sacrificing comprehension.  We require them to do the thinking.  Also, we set up activities that require students to be actively engaged in their learning.  For instance, we might have our students show how to add fractions by supplying them with manipulatives and asking them to come up with as many ways as possible to show that one-fourth plus one-fourth equals two-fourths or one-half.  We resist giving them answers or showing them how to find the answers.  Instead, we provide scaffolding.

If independent learners know what type of learner they are, how do we help our students determine the ways they learn best?  Once you have talked about learning styles and preferences, let your students decide, as much as possible, how and when they will complete the assignment(s).  If they are studying the time period that led up to WWI, they might learn that information from reading a book, watching a documentary, talking to an historian, taking notes in class, etc.  Then they may want to show what they learned by writing a paper, creating and acting out a skit, giving a class presentation…the options are endless.

These are just a few ideas to help your students become independent learners.  What has or has not worked for you?  I would love to hear what your thoughts are.