Tag Archives: Taliah Carter

Independence: Taught? Or Not?


Who is doing the work?

Students?

Teachers?

How do we know?

Does it matter?

This flow chart from an October 7, 2018 tweet by Daniel Willingham caught my eye this week out in the Twittersphere!

I have studied it on my phone, my iPad, and on my Chromebook. I continue to revisit the subheading “(doing laundry, making lunches, doing dishes, etc.)”

Does this chart apply to routines in the classroom? 

Does this chart apply to instruction in the classroom?

Should it?

Where does my “curious” mind go?  I “celebrate” the opportunities for formative assessment.  Observation and completion of tasks quickly come to mind. Fairly straight forward. Items that I can check off. Routines.

How much of the school day should be “routinized” to this level? 

What’s the end goal?

Previous posts have discussed the fact that many times students do not have enough practice in their work in order to really KNOW and DO the task at high levels of cognitive effort.  Is that a flaw in the curricular design, the instructional design, or in the instructional delivery system? Or a symptom of other issues?

And then Wednesday night’s Twitter chat with Alicia Luick and Taliah Carter was about the Independent Use of Mentor Texts to Promote Independence in the Writers’ Workshop. Serendipity and another celebration as topics aligned!!!

It helped me when Alicia explained the difference between mentor texts, demonstration texts, and exemplar texts.  All have many uses as we think about a “progression to independence”.

screenshot 2019-01-02 at 6.45.19 pm

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How do we teach independence?

How do we provide practice time so students can develop confidence, competency and independence?

I love these ideas from Ryan Scala. Students can quickly be “upping their game” so they are ready to lead demonstrations, small groups or seminars!

screenshot 2019-01-02 at 7.14.31 pm

So many ways for teachers to scaffold and support students at their current level in order to “reach” for the next level and continue to stretch and grow.  Sounds easy but supporting all students in a classroom is hard work.

And who is doing the most work?

Do we “teach for independence”?  

Do we provide enough practice time and get out of the way in order to increase independence?

 

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