Fostering Learner Independence

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®, The Learning Network® , and Washington Organization for Reading Development (WORD).

• Foreword by Ron RitchhartPrefaceAcknowledgmentsAbout the Authors1. Learner IndependenceDefining Learner IndependenceLearner Independence Encourages Self-EsteemIndependent Learning: A Habit of MindConclusionA Time to ReflectA Visit to Our Classrooms2. Structuring for Learner IndependenceControlling Versus Structuring for LearningFostering Independence Through Student ThinkingInterdependence Encourages IndependenceConclusionA Time to ReflectA Visit to Our Classrooms3. Teaching That Promotes IndependenceImplicit and Explicit TeachingConstructivist EducationSupporting Students: The Zone of Proximal DevelopmentProblem-Based InstructionGradually Releasing ResponsibilityConclusionA Time to ReflectA Visit to Our Classrooms4. Expectations and Communication That Supports IndependenceBenefits of a Well-Managed ClassroomSetting ExpectationsCommunicating With StudentsLanguage of the ClassroomPeer CommunicationConclusionA Time to ReflectA Visit to Our Classrooms5. Aligning Understandings and the Environment for IndependenceBenefits of a Well-Planned EnvironmentAn Environment That Mirrors a Teacher′s UnderstandingsAnalyzing the Physical EnvironmentRole of the TeacherConclusionA Time to ReflectA Visit to Our Classrooms6. Setting Up for IndependenceArranging the Physical EnvironmentWhole GroupSmall GroupStudent SeatingStudent Seating: The Freedom to ChooseThe Teacher′s DeskLearning Centers, Materials, Supplies, and ResourcesWall SpaceA Final TouchRoutines and ProceduresChange Over TimeConclusionA Time to ReflectA Visit to Our Classrooms7. Assessment That Fosters IndependenceA Comparison of AssessmentsThe Link Between Rubrics and IndependenceAssessment That Encourages Independence and CreativityAssessing With PurposeReflect on Your Use of RubricsThe Benefits of Assessment for LearningConclusionA Time to ReflectA Visit to Our Classrooms8. Evaluation and Analysis That Develops IndependenceSupporting Students Through EvaluationUsing Evaluation in PlanningConclusionA Time to ReflectA Visit to Our Classrooms9. Information That Fosters Learner IndependenceObservations as AssessmentConversations as AssessmentFeedback: Descriptive and EvaluativeFeedback That Informs InstructionAnalyzing Student Work for Evidence of InstructionAnalyzing With OthersConclusionA Time to ReflectA Visit to Our Classrooms10. Planning to Support IndependencePurposeful DecisionsThe Teaching and Learning CycleLong-Range PlanningDaily PlanningApproaches, Grouping, and ResourcesConclusionA Time to ReflectA Visit to Our Classrooms11. Differentiating for IndependenceAll Students Can LearnTeaching Responsively Encourages IndependenceUsing a Variety of Processes and Resources to Encourage IndependenceGo Deep, Avoid CoverageStudents Need to Know Themselves as LearnersStudent Choice Is CriticalDifferentiation Leads to Independent LearnersConclusionA Time to ReflectA Visit to Our Classrooms12. Conclusion: Changing and ReflectingOur Behaviors Are Influenced by Thought and PerceptionTeaching Is Constant Decision MakingLearning Requires Engagement and Alteration in ThoughtHumans Continue to Grow CognitivelyResource A: Task AnalysisResource B: Moving From Controlling LearningResource C: Responses That Encourage IndependenceReferencesIndex

“The authors have written a highly accessible book that could change not only the way teachers teach and students learn, but also contribute to the satisfaction that both teachers and students feel at the end of the day.”