Scenario Response 11

If I were to want to move my students to be more field-independent in whole group activities , I would use data from multiple observations and formative assessments.  Students could take part in this by looking at the data as well. They could meet with the teacher and learn to graph their own data in various ways.  Goal setting would be a crucial part of the process and would begin by conferring with the teacher. When meeting with the students, goals would be discussed and ways in which the students could meet them (action plan) would be discussed.  At subsequent meetings, the teacher would give feedback on how the student met or didn't meet the goals and perhaps adjustments would be made.  This is a great opportunity for the student to receive positive and constructive feedback.   The focus of the conferences should be on growth and not proficiency.  Of course that is the ultimate goal but it is a process. This constant feedback from the teacher allows the students to know what it takes to be successful and eventually they become more independent learners. 

Buddy settings could be in place with the editing process of writing, giving feedback on reading fluency or guiding each other through math or science problems.

Small group instruction could take many forms.  Students can have group roles in the small group, hold socratic seminars, literature circles, or use it to look at data together and give feedback.

Individual settings could have a daily/weekly checklist of assignments that need to be completed to reach goals in order to receive positive or constructive feedback.