Scenario Response 9

In an effort to move my classic field-dependent learners from dependent-field learner to independent field learner, I need to incorporate a variety of instructional supports for several different classroom settings.

During whole group instruction, I make sure that the instructions are presented both visually and verbally, and when going over the instructions verbally, I reference the visual instructions displayed on my screen at the front of the classroom.  During the initial lecture portion of the lesson, I engage the class in an interactive discussion to address assumptions misinterpretations, and to ensure comprehension. When reviewing/reading a text, I model the reading and annotating so that my students can follow along. It is important here to write/annotate legibly to avoid confusion. (I am know for going too fast at times and then my handwriting gets too sloppy to read.) These strategies certainly apply to everyone, but they assist my field-dependent learners immensely because they have the effect of turning a longer lesson into a series of shorter lessons. I also assign the role of peer tutor to several of my more proficient students, and because they are usually very quick with the lecture portion of the lesson, they also assist with those students who are struggling, like my dependent-field learners.

During partner work, I will pair a more proficient student with one who is struggled (so in effect I am pairing a student already capable of independent work with a field-dependent learner. Partner work usually includes a form of Think-Pair-Share. The ability to discuss the task at hand with a partner generally allows my field-dependent learner to feel more confident, sometimes to the point where he/she takes over the lead role in sharing with the class. 

I facilitate two different models for small group work. I have already grouped the students in groups of four, heterogenous by proficiency.  This allows each member of the group to master a specific role within the group, which allows my field-dependent learners to feel more comfortable with the task they are working on. Over time, the process itself weans them out of the need to occupy any one role and they begin taking more initiative.   I also move from group to group to join in the lesson and provide feedback, which often encourages my field-dependent learners.

I also sometimes pull out a small group of struggling learners to reteach a lesson or to allow more time to complete a lesson already in progress. In these instances, my approach is guided by the specific gaps to be addressed.

On those occasions where I need to spend some one-on-one time with the student, whether during the lunch period or after school, I proceed first by making the “tutoring” session a conversational session focused first on the student’s perceptions of what he/she needs to complete the work.