Promoting Independent Learning in the Middle Grades: The Role of Instructional Support Practices

Abstract

Developmental characteristics of students and existing institutional arrangements present an opportunity at the middle grades level to promote student proficiency at independent learning. Recent recommendations for school reform that stress the importance of laboratories, home-work, testing, and study skills may make independent learning even more salient at the middle grades level. This article reviews the opportunities for and obstacles to promoting independent learning in light of recent research on the effects of features of secondary school courses on adolescents' study practices. A paradox is described involving the simultaneous presence of course features that encourage and those that discourage productive independent learning. A resolution to this paradox is proposed that involves substituting compensatory practices that discourage self-directed learning activities (e. g., test review handouts) with instructional practices (e. g., extensive performance feedback, challenging practice exercises, opportunities to improve study skills) that support students' engagement in independent-learning activities. Evidence for the effect of these support features on students' study activities and achievement is also provided.