Teaching Independence, Starting with the Teacher (original) (raw)
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Effective Teaching and Student Independence at Grade 12
2001
This study investigated how five Australian teachers, who were considered to be exemplary in helping students develop independence, influenced and guided their students to extremely high grades in 12th grade. Teachers were observed teaching a lesson and then interviewed. The interviews asked them to identify successful outcomes of the lesson and to consider the strategies they employed. Overall, teachers had positive attitudes toward their schools and students. They considered being close as a team and having mastery of content knowledge as crucial to their success. Strong positive classroom relationships were an integral feature against which their teaching strategies were enacted. Planning of content and teaching were key aspects of teaching success. All classrooms were nonthreatening, displaying an excellent relationship between teachers and students. Many teachers created a culture in which the Higher School Certificate (HSC) was treated as a kind of game with its own set of rules, though the teachers did not focus on the HSC. Most lessons had two phases, the first being heavily teacher directed and the second involving more independent learning. Overall, teachers encouraged and laid the groundwork for student independence. (Contains 21 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Student teachers' growth toward independence: An analysis of their changing concerns
Teaching and Teacher Education, 1993
A year-long study was conducted to address questions concerning student teachers' concerns and the development of those concerns over time. Journals kept by 19 elementary student teachers during their l-year education program showed that these students: (a) evidenced a broad range of concerns, (b) developed toward independence from student to teacher as they progressed through their education program, and (c) reflected over educational aims and practices when given opportunities and support to do so. This study suggests that teacher educators may enhance student teachers' learning and professional development by encouraging their inquiry and reflection. Janssens, S.
Developing independent learners
2010
Box Hill School is an independent school in Surrey, England. In 2008 the English curriculum was abandoned in favour of the International Baccalaureate Diploma (IBD). A library is a statutory requirement of the International Baccalaureate Organisation (IBO) endorsement who also recommend this be managed by a qualified teacher-librarian. In May 2008, I was employed to create a library and develop independent learning throughout the school. This paper considers the rationale behind the physical design. It outlines the implementation of independent learning in an international school community where no infrastructure to promote this style of teaching and learning previously existed.
Independent Learning in the Classroom
A paradox between collaborative learning and independent learning exists today in contemporary ESL education especially in developing countries with a history of teacherdependent models of learning. In the past the teacher was the fount of all knowledge.
The Qualitative Report, 2020
Training and instilling independence in early childhood is not easy. It requires cooperation with various parties. One of them is the teacher at a school. Aside from being a second parent, a teacher is a role model for children. Teachers' experience in teaching and training children's independence is needed by parents as reference material. Unfortunately, related research is still very limited. By using a explorative qualitative method, this research aimed to explore the experiences of early childhood education teachers in teaching and training children's independence at school. Data collection was carried out by in-depth and open interviews involving 15 early childhood education teachers. From this research, we found four main points of teacher experience in the form of: (1) identification: characteristics of early childhood independence; (2) methods: the way the teacher teaches and trains early childhood independence; and (3) barriers: barriers experienced by teachers ...
Encouraging student independence
Journal of Applied Research in Higher Education
Purpose The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education. Design/methodology/approach The paper is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the paper is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence. Findings The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and th...
1987
The concept of independent learning is discussed. Independent learning is defined as learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet his or her own learning needs. This must be regarded as a direction or goal to be pursued, not as an absolute standard and not as a set of identifiable competences. Independent learners must accept responsibilities and standards in becoming self-directed and self-motivated. A model of independent learning is presented in which negotiations and shared decision making can take place about the needs, experiences, and evaluations of the learner. Recommendations for schools and teachers are included. An appendix lists objectives for independent learning. (sLD)