A 4th of July reflection on student intellectual autonomy

Grant Wiggins:

I recall my son, Ian, as a 4-year-old, pondering which 'work' to do that day, on the way to school: food work? sewing work? Or Drawing? Well, why might you choose one or the other today? I asked. And he proceeded to do a cute think-aloud with little furrowed brow, about the pros and cons (based on recent choices and skill deficits).

Fast forward: grown-up Ian has lost 2 room-mates as he begins senior year in college this coming fall. Why did they leave? They were unable to handle the complete freedom to set their schedule and honor their obligations.

What is wanted in education is a curriculum and assessment system that builds in, by design, a gradual release of teacher responsibility across the long-term scope and sequence. Traditional curriculum design runs completely counter to this idea, of course: the work gets harder and harder but the student has practically no executive control over the intellectual agenda up until graduation.

Making matters worse, a number of people have wrongly interpreted the Gradual Release model to say that the last step is called "Independent Practice." This is utterly misguided. Independent practice is still scaffolded, prompted, and simplified activity in which the student knows full well what single move we want them to use. There is no strategic thinking or executive control needed. The acid test of autonomy therefore, arrives when students confront a genuine challenge requiring thought, and no advice about strategy or technique is provided or hinted at.

Posted by Jim Zellmer at July 7, 2013 5:23 AM
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