The document discusses the concept of independent learning, its significance in education, and various strategies to foster it in students. It provides insights into observable differences between dependent and independent learners, levels of learning independence, and methods for measuring and increasing independence in the classroom. Additionally, it outlines learning objectives that support independent learning and highlights the importance of problem-solving and self-efficacy among students.

1. FOSTERING
INDEPENDENT LEARNING
Pearson Learning Summit
Jon Mladic
Rasmussen College

2. OVERVIEW
 The concept of independent learning
 Why does independent learning matter?
 Observable differences
 Levels of learning independence
 Measuring learning independence
 Strategies for increasing learning
independence
 Independent learning in the classroom
 Q&A
 References

3. THE CONCEPT OF INDEPENDENT LEARNING
Programmatic
Knowledge
General Education
Independent,
Developmental
Lifelong Learner
Education
Honing Learning Strategies
Dependent Learner

4. Sample Student Pattern 1
Week 1 2 3 4 5 6 7 8 9 10
Tutoring
Appointments 5 5 4 3 1 0 0 0 0 1
Successful Student
Similar Pattern
(reliant learner) Unsuccessful Student
Sample Student Pattern 2
Week 1 2 3 4 5 6 7 8 9 10
Tutoring
Appointments 5 5 5 4 4 4 4 5 5 6

5. Dependent
Student
Anxious
Intimidated
Hesitant
Independent
Indecisive
Learner
May waver
Confident
Self-doubting
Intellectually
Feeling “lost” curious
Timid Problem- solver
Engaged
Positive
Flexible

6. STAGES OF LEARNING INDEPENDENCE
Level One
Students observe and mimic problem-solving techniques
Level Two
Students have a basic understanding of independent learning habits
Level Three
Students function well independently on material they understand
Level Four
Students utilize a small number of problem-solving strategies effectively
Level Five
Students select the best of a multitude of problem-solving strategies

7. 1. After seeing the completion of a similar sample problem, the student
completes part of a problem (supervised).
2. Faculty / tutor starts a problem and students attempts to finish it.
3. This process ends with students completing at least one sample
problem by themselves
Beginning Student Ending Student
• Is almost completely reliant on • Can complete at least part of
the instructor or tutoring to every assignment
complete assignments independently
• Requires confirmation on each • Understands the role of faculty
step before advancing appropriately as “guidance”
• May appear to lack self- and has fair expectations
motivation • Has some understanding of
• Does not complete or continue whether s/he is “on the right
assignments past a point of track” with an assignment or
confusion or uncertainty problem

8. 1. After confirming the student understands the assignment correctly, the
student begins working independently
2. Faculty / Tutor (repeatedly) checks in at regular intervals (ie. after ten
minutes or five problems) to answer questions about specific problems
or skills
Beginning Student Ending Student
• Can complete at least part of • Can complete most of an
every assignment assignment independently
independently (more than a problem or two)
• Understands the role of faculty before seeking assistance
appropriately as “guidance”
and has fair expectations • Can check some work and
• Has some understanding of identify weaknesses in skills
whether s/he is “on the right (understands which problems
track” with an assignment or are right, which to ask about)
problem

9. 1. Student attempts to complete the full assignment independently, using
problem-solving techniques to solve problems that arise.
2. Once the assignment is completed, Faculty / Tutor addresses problem
portions of the completed assignment
3. Student independently makes necessary (suggested) corrections
• Can complete most of an assignment independently
Beginning • Can check some work and identify weaknesses
(understands which problems are correct, which to ask
Student about)
• Is starting to develop problem-solving skills
• Seeks confirmation and positive reinforcement more
Ending than academic assistance
Student • Starting to display signs of independence (ie. initiative)

10. Strategies for Fostering Independent Learning
Stage Four Independent Learners
Increasing Problem-Solving Strategies
1. Student completes assignment independently
2. Assignment is reviewed (in student-requested areas) by Faculty / Tutor
3. Faculty / Tutor asks for alternative ways to approach specific problems
(already solved correctly)
• Understands expectations of assignments and coursework
• Problem-solves (primarily relying on one or two problem-
Beginning solving techniques) when encountering difficulties
Student • Appropriately communicates with resources
• Is starting to develop problem-solving skills
• Seeks confirmation and positive reinforcement more than
Ending assistance
Student • Starting to display signs of independence – initiative, etc.

11. Strategies for Fostering Independent Learning
Stage Five Independent Learners
Challenging Independent Learners
1. Student completes an assignment independently, using a variety of
problem-solving techniques when applicable
2. Student identifies areas of weakness (issues they had in completing
the assignment) and attempts different problem-solving strategies in
order to determine if another technique would help
3. Student shares strategies, techniques, and experience with others
• Is starting to develop problem-solving skills
Beginning • Seeks confirmation and positive reinforcement more than
Student assistance
• Starting to display signs of independence (ie. initiative)
• Understands how he or she learns well
Ending • Has experience using a multitude of problem-solving
Student techniques
• Able to effectively select the appropriate approach

12. INDEPENDENT LEARNING HABITS
Level 1 Level 2 Level 3 Level 4 Level 5
• Student completes two • Student is able to • Student is able to •Student is comfortable •Student is comfortable
or fewer problems before complete two or more complete most (70%) of completing an entire and confident in
seeking assistance problems (or part of an an assignment assignment completing all coursework
•Student seeks assistance assignment) on his/her independently before independently, as long independently
on all or most (100%-75%) own before seeking seeking assistance as assistance is • Student completes all
assignments in a course assistance • Student seeks assistance available as needed assignments
• Student immediately • Student seeks assistance on half or fewer (50%- • Student completes independently, at times
seeks assistance when on most (50-75%) 25%) of the assignments most assignments working with others to
encountering a difficulty assignments in a course in a course independently, seeking lead efforts to build
• Student struggles with • When encountering • When encountering assistance for only 1%- collaborative learning
most concepts and difficulties, the student difficulties, the student 25% of coursework experiences
assignments in subject attempts at least one attempts at least two • Student may struggle • When struggling with a
area problem-solving problem-solving to select the appropriate problem or assignment,
• Student works on most technique before seeking techniques before problem-solving student effectively selects
or all assignments in the assistance requiring assistance technique, but has one or more problem-
presence of a tutor or • Student has a basic • Student has an average multiple to select from solving techniques. These
faculty member understanding of the main understanding of the when struggling lead to problem
• Student has few concepts in the subject course content material • Student has a good resolution
successful learning habits area • Student has some understanding of • Student has an excellent
and struggles to • Student sometimes understanding of him/herself as a learner understanding of how
understand connection struggles to understand him/herself as a learner and the habits which s/he learns and improves
between current habits him/herself as a learner and caused for previously have led to earned as a student over time
and academic and reasons for earning a earned grades on grades on assignments
performance specific grade on an assignments
assignment
12

13. LEARNING OBJECTIVES THAT
LEAD TO INDEPENDENT LEARNING
Concept-Based
(addresses a long-term need)
Skill-Specific
(addresses a course need)
Assignment-Specific
(addresses an immediate [homework] need)

14. INDEPENDENT LEARNING – RESULTS
INCREASES IN LEVELS OF INDEPENDENT LEARNING
October Tutoring Appointments – 3.47 average score
Level 1 Level 2 Level 3 Level 4 Level 5
8.3% 13.8% 53.13% 30.55% 23.61%
November Tutoring Appointments – 3.89 average score
Level 1 Level 2 Level 3 Level 4 Level 5
2.08% 8.3% 20.83% 35.42% 33.33%
December Tutoring Appointments – 3.93 average score
Level 1 Level 2 Level 3 Level 4 Level 5
7.10% 7.10% 14.29% 28.57% 42.86%

15. LEARNING OBJECTIVES THAT
FOSTER INDEPENDENT LEARNING
Avoid
(Assignment- Specific)
The student was unclear about a few problems on
their Algebra homework …
The student did not understand how to do her
accounting assignment …
The student was confused about a few problems in
their assignment …
The student wanted me to review their paper …

16. LEARNING OBJECTIVES THAT
FOSTER INDEPENDENT LEARNING
Best Practice
(Long-Term Benefit)
On The Right Track • Solve polynomial expressions
(Skill-Oriented) • Create a business card using a
template
• To have a better • Student wanted to learn what
understanding of how to Digital Design programs
form a thesis and outline. would be best for each step
• To get a better grasp on of a project they are working
solving algebraic on.
equations and • To solve algebraic equations
expressions. with fractions using the
• Apply the Pythagorean distributive method
theorem to a problem the successfully solve inequalities.
student was solving • Be able to solve fractions
efficiently in a mathematical
expression.

17. LEARNING OBJECTIVES ASSESSMENTS THAT EMPHASIZE
LEARNING INDEPENDENCE
After a brief introduction and a
At first, she needed assistance few tips along the way, the
understanding … But after the student was able to use the
first assignment, she was able to
Equation Editor in Word with
do it on her own
minimal assistance
After my examples, student was Went over the accounting
able to do her assignment and equation and gave mnemonic
journalize adjusting entries as devices to remember certain
well as explain the entries. Student was then
difference between an able to explain the devices
adjustment and a correction back to me

18. LEARNING OBJECTIVES ASSESSMENTS THAT EMPHASIZE
LEARNING INDEPENDENCE
We located examples in
Student was able to their book… She even
correctly apply both explained how they
methods to examples came to the solution to
given to her
me…
The student was able
to explain in her
own words about the
court case …
After I showed him once, he
The student was able
was able to find the same
to explain to me the
area to select it to use it
later in the assignment process …

19. CLASSROOM APPLICABILITY
Skill – Focused Learning Objectives
Conclude Write (a)
Compose
Understand Write an with a final unified,
supporting
the basic effective point or coherent,
details for
parts of a topic transition to and well-
the main
paragraph sentence another developed
idea
main idea paragraph(s)
Work with
support to
brainstorm Through
Through
supporting Independently support
support, be
Observe or details. compose a (review first
able to
identify areas Independently complete draft),
independently
of strength in a compose paragraph Effectively edit
compose
piece of writing supporting (of five and revise own
coherent
sentences for sentences) and peer
sentences
paragraph writing
Process – Focused Learning Objectives

20. Q&A
Jon Mladic
Jon.Mladic@Rasmussen.edu

21. REFERENCES
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