Coaching or over-coaching? It’s not about intent; it is about impact. If we focus on learning, don’t we need to move to the sideline and watch? How will we know if learners are independent or dependent if we are always on their learning field?

On his own, a dependent learner is not able to do complex, school-oriented learning tasks such as synthesizing and analyzing informational text without continuous support. (Hammond, 11 pag.)

How might we intentionally plan and facilitate learning experiences to help dependent students grow into independent learners?

See that window?

Over the last break, I wanted to learn to make something that I’d seen my smart, creative brother make back in the summer.  Jeff, my brother, believes in learning by doing. He prototypes and seeks feedback.  How often do our learners do that or get to do that?

So, when I asked to learn, we went to work.  I received a 5 minute mini-lesson on the Kreg jig and pocket screws where I watched and asked questions.  Then, I was handed the Ryobi drill.

Generally speaking, one of our family rules has been that Jill cannot use anything that has a blade and a power cord.  So I predicted that Jeff would help me. By that, I mean stand right there beside me to keep me from making a mistake.

Nope. He was busy; working.

He did come right back to explain that the drill was a variable speed drill and asked me to slow down.  And then, he was gone again. Who knew? Variable speed so I could work at a speed where I felt confident. Amazing! I experienced success and a few failures and one do-over.

How do we make time and space for our learners to become independent learners?

Independent learners regularly attempt new tasks without scaffold and have cognitive strategies to get unstuck.

Coaching or over-coaching. There’s more to the story,

Remember that window?

Consider that window…

Hammond, Zaretta, and Yvette Jackson. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin. Google Books. N.p., n.d. Web. 11 Dec. 2015.

Hammond, Zaretta, and Yvette Jackson. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin. 2015.