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Department License Lovejoy ISD G/T Education

Independent Study

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!!!!!!!!!!!! ! ! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Acknowledgments: ! Dimensions/Prompts/Icons of Depth & Complexity and Content Imperatives!! ! ! Kaplan and Gould, 1995, 1996, 2003.!!!Copyright © 2002 by Sandra N. Kaplan and Bette Gould!!All rights reserved!Only portions of the book intended for classroom use may be reproduced without the express !written consent of J Taylor Education.!!Printed in the United States of America!10 9 8 7 6 5 4 3 2 1!

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Independent Study iii

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The Why of Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

The What of Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Skill Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Content Assimilation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Product Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

The How of Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Aligning Expectations for Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

General Problems and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Establishing Relevance to the Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Organizing the Classroom for Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . .12

Assessing Student Participation in Independent Study . . . . . . . . . . . . . . . . . . . . . .13

Record Keeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

The When of Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

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My First Independent Study Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Hands-On Independent Study Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

________________’s Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Student Guide to Advanced Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Study Starters Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Eileen’s Umbrella, A Theme-Based Independent Study Booklet . . . . . . . . . . . . . . 54

Depth & Complexity, An Independent Study Learning Center . . . . . . . . . . . . . . . .62

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Steps of Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

Learning-to-Learn Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

Mini Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Clipboard Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Independent Study Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

My Independent Study Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

My Own Study Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Wanted: Topics to Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Study Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

Internet Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83


iv Independent Study

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Search, Record, Compare & Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Conducting an Interview Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Observations Pathway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Independent Study Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Research Diploma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

School-Home Tell-A-Gram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

At Home Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90


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An independent study program is comprised of varied connected activities. Each activityserves as a prerequisite for the others and each activity reinforces a student’s abilities tomove successfully through an independent study experience. While there is a designatedset of activities that define the independent study process, there is no predeterminedtime frame for moving through the independent study experience. History describespeople who have spent a lifetime in pursuit of an interest that tantalized their curiosity. Itis anticipated that students will be encouraged to work both intermittently and regularlyon their independent study as dictated by classroom schedules and the personal prefer-ences of both the teacher and student.

The following overview illustrates the varied and connected major activities that definean independent study. Within each step, there may be several sub-steps. A classroomchart of these steps can be useful when posted during the independent study process.

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Each of the independent study steps are developed more elaborately and creatively in thematerials that follow. The majority of the materials are in the form of program bookletsor task cards for a learning center (see Section 2). Both approaches are presented as op-tions from which teachers may select based on classroom schedules, student needs, and

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2 The Basics of Independent Study

teacher perceptions of students’ readiness or previous experiences with the affective andcognitive abilities employed in an independent study. Additional items to augment theprogram may be found in Section 3.

Program booklets are sets of pages sequenced according to the steps of independentstudy. The teacher may decide to make the booklet pages into charts to use to demon-strate the cognitive and affective expectations at each step in the independent studyprocess. Or, the booklets can be reproduced for students to use to guide themselvesthrough an independent study and the attainment of the discrete skills needed to success-fully complete one. The booklet then becomes a planning device and record keeping in-strument.

A Learning Center for independent study is an arrangement of materials such as taskcards, references, and record keeping items which is housed in the classroom in a spe-cific location.

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Independent study is based on the recognition and acceptance of individual differencesamong learners. It is a teaching method or instructional strategy that allows students tolearn according to their own level of needs, interests, and abilities. It is a personalizedform of learning that supports the belief that students can be autonomous learners. Mostimportant, independent study shifts the emphasis from a teacher-directed to a student-centered learning experience.

Independent study places emphasis on learning-to-learn attitudes and skills. Among thereasons why independent study should be considered to be a viable part of every stu-dent’s schooling are that it:

Develops independence and self-responsibility.Provides the opportunity to master research skills.Provides students with the ability to perceive their own individual learning behav-iors as well as those of their group.Is an alternative instructional means to the fixed end defined by standards held forall students. Is related closely to how people pursue interests and knowledge in the real world.

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Many times individual project work, a traditional favorite in classrooms, may be con-fused with the independent study process. Many of the steps are similar or related. Thedifference lies in the amount of teacher-defined areas in project work such as topic se-lection, product definition, or a requirement for specific types of resources. In mostclass projects, all students follow the same rules and adhere to the same time schedule.Both project work and independent study can coexist in classrooms, as long as eachteacher and class clearly delineates the difference.

The long list of Be Sure You Include items distributed to students with a largeprinted due date at the bottom of the page is not part of an independent study. The discussion among family members while eating dinner and the student is try-ing to get clarification from the parents about what the teacher really wants turned


Independent Study 3

in about a particular area of study is not part of an independent study. The eighth trip to the hobby store to get more construction paper, glue, or someother must-have commodity to complete a project to be turned in at school is notpart of an independent study.The guidelines that define the parameters of a contest to be entered to win a prizefor the school (or class or student) in celebration of a holiday or event is not part ofan independent study.

The “what” of independent study emphasizes cognitive and affective development ofknowledge and skills. Simply put, the “what” of independent study represents the ele-ments of curriculum: skills, content, and products. Students are expected to become pro-ficient in three skill areas: thinking skills, research skills, and learning-to-learn skills.The acquisition and assimilation of content should include a balance between teacher-specified and student-selected areas of study. Product development is an area in whichstudents learn the multiple means by which to communicate information and the pro-duction and presentation skills needed to effect products. The focus on these curriculumelements is dependent on the teacher’s formal and informal needs assessment of individ-ual students. Students will vary in the time and attention needed to master the skill, con-tent, and product elements of independent study.

Skill DevelopmentDistinctive types of skills are practiced in the pursuit and development of an independ-ent study. Each type of skill has a purpose and is represented by a selected set of skills.The types of skills are labeled: Thinking Skills, Research Skills, and Learning-to-LearnSkills.

These skills often are inherent in the state and district standards and are part of the basicor regular curriculum. The nature of an independent study demands that skills be intro-duced based on the students’ need to conduct a thorough study rather than on the tradi-tional grade- or age-level placement of skills. In addition, skills are developed, practiced,and mastered integral to the independent study. The following charts illustrate the spe-cific skills within each general skill category.

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Thinking skills are organized intosets, each of which reinforcedifferent forms of informationprocessing.

Thinking skills can act as stimulito develop questions to pursueand to process information.

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Critical thinking skills include: relate, judge with criteria,note ambiguity, differentiate fact from opinion, provewith evidence.Creative thinking skills include: redesign, add-tocombine, modify, substitute.Problem solving includes: identify or define theproblem, hypothesize a tentative solution, present asolution, and verify or substantiate a solution.

How can______ RELATE to_____?What can be ADDED-T0_____ to MODIFY_____?How could_____ be PROVEN with evidence?

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�:7548+� Activate the nature and function of information processing.


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Research skills that facilitateaccessing information includethose skills needed todiscriminate and findappropriate resources andspecific information.

Research skills that facilitateinterpreting information includethose skills needed todetermine the value andmeaning of information.

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Identify parts of a book.Locate periodicals and newspapers.Take notes.Outline.Use the Internet.Determine authenticity of a resource.Differentiate fact from opinion or bias.

Draw conclusions.Summarize.Paraphrase.Cite references.

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�:7548+� Provide the knowledge and abilities to access and interpret resources and referencematerials which further the understanding of the topic of study.


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Thinking skills can be used tofacilitate and processunderstanding orcomprehension of content orthe information under study.

Thinking skills are dependent onand function in conjunction withcontent as well as researchskills and product.

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In order to study insects the student will:differentiate fact from opinionnote ambiguitytest and verify assumptions

In order to study the causes and effects of representativegovernment, the student will differentiate fact fromopinion by locating and studying primary references(research skill) and writing an editorial (product).

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�:7548+� Activate the nature and function of information processing.


Independent Study 5

Content AssimilationStudents’ curiosity and interest ultimately determine the content of their independentstudies. However, content possibilities for students to pursue can be defined fromteacher-specified content areas. Sources for these content areas include state or districtdiscipline-related courses of study, current events, fiction and nonfiction reading materi-als, videos, classroom discussions, field trips and other experiences in or outside theclassroom, and student sharing.

Defining the content element of an independent study may evoke in some teachers aconcern for the answer to this question: Can (or should) students be allowed to studyanything that interests them? One answer to the question is to balance the decision-mak-ing affecting content choices. The teacher selects the parameters related to a discipline

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�:7548+��Develop the behaviors and abilities needed to fulfill a short- or long-range task.

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Learning-to-learn skills related toorganizational habits andpatterns.

Learning-to-learn skills relatedto the use of time.

Learning-to-learn skills relatedto developing self-directedness.

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Gathers needed materials for the task.Makes a plan and/or list of “to do” items.Sets goals to accomplish for each step of independentstudy.

Prioritizes tasks.Differentiates between “real” and “wish” time neededto complete a job, task, or assignment.Establishes a time limit for certain tasks.

Defines how and when to ask for assistance.Assesses ability to monitor oneself. Keeps track of progress.

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Ecology

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Conservation�'7(�

Rainforest

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Recycling

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or topical area of study; the student selects the specific direction the study will takebased on personal interest and curiosity.

Patterns that incorporate independent study into the classroom curriculum are:Self-selected studies in which students individually select a study topic based ontheir own interests or needs. Example: Tommy will study insects because he is interested in becoming an ento-mologist.Related studies in which students select a topic of study after having been exposedto a subject through teacher-directed lessons. Example: Tommy will study Ponce de Leon after the class unit on explorers.Curricular studies in which students select a topic of interest from a list of topics theteacher and students have prepared based on the subject matter to be studied by theentire class.Example: The class will study South America. Tommy chooses to study the cli-mate of South America.

Ways to initiate an independent study program include:Beginning the program with those individual students who are ready—they havemany of the requisite skills, motivation, and independence. Teaming to work together students who have complementary strengths or interests.The entire class can begin independent study at the same time using this buddysystem.Teaching independent study skills to the entire class and then replacing traditionallessons on a given subject with the independent study program.

Product DevelopmentThe visual and verbal synthesis and presentation of ideas and information is defined asa product. The product displays some of the outcomes of an independent study. Thedilemma continues as to whether or not the product of an independent study is ofgreater value than the process of conducting the independent study. However, it is gen-erally agreed that the product only should be as valuable as its ability to transmit thebreadth and depth of the topic of study undertaken by the student. In other words, theflamboyance (or simplicity) of a product should reflect the nature and scope of the topicof study. Most important, the significance of the product must be in its authenticity tothe type of study. The development and presentation of a play or song to describe thestudy of insects is less authentic than the presentation of information about insects in aset of diagrams, series of mounts, or three-dimensional models.

Teachers may reproduce as a chart or student hand-out the “Independent Study Prod-ucts” list on page 87. Students may use the list to record all the products they have de-veloped in the past so they can be selective when deciding on a new product to make fortheir current study. Classes can add to the list and learn the how-to’s related to the vari-ous products.


Independent Study 7

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The area is the discipline or subject from which students may select. Thisincludes differentiation between a major area such as Colonial America andsubordinate areas such as the architecture of Colonial America or it may be asopen as any subject the student can apply to the curriculum.

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The topic is the specific focal point or theme for the study. For example, in thestudy of trains, the theme selected by an individual student might be “trainsthat changed history.”

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The questions represent the driving force of the study because they determinethe nature and direction of inquiry the study will take.

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The resources are the print and nonprint references students can use toprovide the orientation and input to the study and the answers to questionsposed for the study.

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The time frame represents the length of time allocated to parts or all of thecomponents of the independent study’s completion. Adjustments in timereflect both the teaching of responsibility and the need for individualization toreach personal and academic satisfaction.

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The presentation method is a single or multiple set of modalities to sharewhat has been accomplished. The curricular definition of the presentationmethod often is referenced as the product or outcome of the study.

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The plan is the organizational structure defining the steps and procedures tofollow in order to complete the study. While some form or plan is a necessaryprerequisite to learning how to be an accomplished researcher, students alsocan be taught how to personalize some aspects of the plan so that it isresponsive to their needs, interests, and abilities.

ChoiceIndependent study programs provide students with opportunities for choice in many as-pects of their study. There is a difference between open and limited choices. Openchoice implies that students are able to select all or any aspect of an independent study;limited choice implies that students have the freedom to select from the defined optionsteachers make available to them.

Teachers are ultimately responsible to determine the amount and type of decisions orchoices students can make for the independent study. The following chart defines thetypes of choices teachers can present to their students.


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X is a slow, methodicalworker and is veryconcerned about doingit “right.”

X is also a pensivestudent who enjoysdepth more thanbreadth of learning.

X drafted his ownquestions; he decidedto select fewerquestions thatsuggested verycomplicated answers orsolutions.

X defined his own timeframe for hisindependent study.

Y is a gifted learnerwho enjoys studyingeverything.

Y is very artistic andwants to become agraphic artist.

Y and the teacherworked together tofocus her interests ona topic.

Y self-selected herpresentation method;the presentation wasselected to make bestuse of her interest inthe graphic arts.

Z is intimidated bybeing over-extended inhis assignments dueto athletic, musical,and other after-schoolactivities.

Z and the teacherdeveloped his plantogether, placingparticular emphasis ona flexible time frame.


Many combinations of these types of choices can be made in order to meet individualstudents’ needs, as illustrated in the following example. Notice how students X, Y, and Zhave been helped by the teacher to make choices for their independent studies that com-plemented and extended their academic and personal interests and abilities.

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The “how” of independent study demands attention to issues that either can facilitate ordeter an independent study program. Teachers who plunge into independent study with-out addressing these issues often receive less support from colleagues and parents andattain less success from their students’ involvement in this type of teaching and learning.

Aligning Expectations for Independent StudyThere needs to be agreement among teachers, students, and parents regarding the proce-dure to be followed when conducting an independent study. Outlining the steps of inde-pendent study provides teachers, students, and parents with benchmarks to determinethe progress and needs of the individual engaged in the teaching/learning strategy.


Independent Study 9

Roles and ResponsibilitiesTeachers, parents, and students all play a part in a successful independent study pro-gram. The roles and responsibilities chart identifies some of the ways each group con-tributes to the process. Teachers, students, and families will add to this list to fit theirown needs and individual situations. (See chart on page 10.)

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Student activities within each major area of independentstudy facilitate the completion of that step and providemotivation and readiness for the next major step.

Select an area of interest.Relate academic strengths and weaknesses to theselection process.Refine the topic (enlarge or narrow it).

Formulate a set of study questions.Prioritize questions in relationship to one’s interest,availability of resources, and time to study.

Survey possible resources and select appropriate ones. Access relevant information.Record and interpret information.

Derive meaning from information.Relate information gathered to the defined topic andquestions.

Translate information into a cogent product.Present information to an audience.Respond to inquiries about locating or interpretinginformation.

Assess organizational and time management skills.Determine the degree of success of achieving self-defined goals of the independent study.Define skills needed to develop greater proficiency asan independent researcher.

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Steps define the general or-ganization and procedure tofollow in order to complete anindependent study.

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Define the topic or area orstudy.

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Formulate a set of studyquestions.

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Gather information and data.

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Organize and summarizeinformation.

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Present information.

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Evaluate progress.

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Teachers facilitate thestudents’ abilities tobecome independentdecision-makers affectingthe process and product ofthe study.

Teachers define the limits orparameters of content ofthe independent study andmonitor the students’progress in adhering to thestipulations andrequirements of the study.

Teachers guide students’understanding of self byemphasizing areas ofprogress and improvement.

Teachers communicate withand educate the adults(mentors, parents, etc.)working with students ascollaborators, colleagues,and coaches.

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Parents or caregiversprovide information anddirection to students toassist them in obtainingresources and references.

Parents or caregiverssupport and encouragestudents in their interestand performance by askingquestions and displayingenthusiasm in thestudents’ topic of studyand endeavors to completethe study.

Parents or caregivers canserve directly as mentorsor mediate the selectionand assignment ofmentors.

Parents or caregivers serveas the first audience forstudents as they share orpresent their learning fromtheir independent studies.

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Peers act as colleagues andcollaborators to discuss andaide the development of atask during the independentstudy.

Peers act as evaluatorsproviding the feedbacknecessary to confrontissues of learning andimprove work processesand habits.

Peers serve as friends toshare both the joys andhardships of workingindependently on a self-directed study.


General Problems and Solutions

The acceptance and success of an independent study program is often determined not bythe absence of problems but by how problems are solved when they do arise. There aresome situations and problems common to many independent study programs. Theseshould be recognized and provided for in planning such a program. Some problems thatmay arise in an independent study program and some possible ways of dealing withthem follow.

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Demonstrate how independent study is incorporated intothe class schedule.Invite people to observe the independent study program.Share products from independent studies with otherclassrooms and with parents.Send home a newsletter describing the independent studyprogram.Send home student letters (see p.89).Illustrate the connection between independent study andstandards.

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Educators and parents haveconcerns about howindependent study fits intothe classroom program.

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General Problems and Solutions


Independent Study 11

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Develop a set of questions to broaden or limit thescope of any student’s independent study.Contract with the student for how and when specificindependent study requirements will be met.

Tape record difficult reading material.Provide tutors, instructional aides, or parents toassist students in their research.Use resources such as telephone calls andinterviews to obtain information not readilyaccessible in written form.

Determine if the student’s abilities are being metor challenged and if the study topic is too narrowor too broad.Confer with the student to show alternativeresources or develop additional questions that canbe pursued.

Provide skill development practice sessionsconcurrently with the independent study program. Group students temporarily in small groups, in whicha few students have the skill, and others need toreinforce it.Develop and teach to small groups of studentssimplified versions of the needed skills.

Explain criteria for an independent study.Provide times for students to receive help fromand/or confer with the teacher.Help students set smaller or interim goals thatthey can attain easily.Provide continuous reinforcement for taskscompleted independently.

Assign students to work in small groups or with afriend.Show students how personal talents or interestscan be incorporated into an independent studyproduct.Limit the choices the student has for his/herindependent study product.

Set time limits for work to be accomplished withinthe various steps of independent study.Contract with students for an independent studywork plan. Limit the choices, or help students prioritize thechoices, for topic or product selection.

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Students select too small or too largean area to study.

Resources are too difficult to read orare unavailable for students studyinga particular topic.

Students gather superficial or too littleinformation about a given topic orquestion.

Students do not have, or are unableto apply, learned skills such asoutlining and note taking.

Students are too dependent onteacher direction.

Students are reluctant to show orillustrate the information they havegathered.

Students constantly change the topicthey have selected or product they willmake.



Establishing Relevance to the Core CurriculumIndependent study should correlate the content and skill areas defined by state and dis-trict standards and courses of study. Regardless of the discipline (language arts, math,etc.), standards can be related or connected to the steps of independent study.

The following illustrates the relationship between selected standards and the proceduralsteps of independent study.

Organizing the Classroom for Independent StudyThere is no single right way to conduct an independent study program. The followingconditions are too often thought to be “musts” for independent study. Actually, they maybe features of some effective programs but not of others.

Every child working on something differentEvery child working aloneEvery child taught individually

Part of organizing the classroom for an independent study program includes considera-tion of time-use patterns, materials needed, and space requirements.

TimeCooperatively determine the length of time for the independent study project.Allocate a regular time within the school day or week for students to work on theirindependent study. Provide time for student-teacher conferences to discuss progress and problems.Many of these conferences can be held with several students at a time.Provide time to teach independent study skills to individuals, small groups, or theentire class. Designate a time when resources can be obtained.Determine a time for students to share their independent study projects. If time islimited, consider designating a small group of students for a student to share withonce she has completed her study.

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The research step of an independent studysupports the need for students to use print andnonprint references to investigate a topic.

The research step of an independent studysupports the need to use multiple and variedreferences.

The presentation or product step of anindependent study supports the need toillustrate quantitative data from a study in a bar,pie, or other graph.

The procedure of conducting an independentstudy supports the learning and use of scientificinvestigative methods, strategies, and skills.

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to read and interpret a variety of genre(Language Arts)

to read and interpret maps (SocialStudies)

to comprehend graphs; to portrayinformation in a graph (Mathematics)

to develop awareness of, and be able toapply, the method of scientificinvestigative processes (Science)



MaterialsAssist in forming a classroom library of multiple resources related to the students’independent study topics.Provide materials (paper, glue, etc.) needed to construct independent study products.Provide and teach the use of selected record keeping devices and student-to-teachercommunication logs.

SpaceAllocate an accessible space for resources and materials.Arrange space for students to store and/or display their independent study projects,both completed ones and works in progress.Provide space for students to work independently or in small groups.

Assessing Student Participation in Independent StudyStudent assessment related to the various steps of independent study may take manyforms. The following assessment matrix illustrates a variety of assessment options.

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Conference withindividual orsmall groups ofstudents

Rubric

National, state,districtstandards

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To meet a student or agroup of students todiscuss teacher or studentissues and concerns andassess student progressand needs.

To define and describelearning skills and contentat different levels ofperformance and use thisinformation to assessoutcomes of theindependent study.

To use independent studyas a means to practice andmaster national, state, anddistrict standards.

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The following general questions facilitate aconference:1. What have you accomplished?2. Why is this accomplishment important to

your study?3. What will you plan to do next?4. What obstacles or barriers do you

anticipate and how would you overcomethem?

The rubric can be divided into basiccategories of Novice, Conversant, Expert.Under each categorical referrent describebehaviors that are most indicative of eachlevel. Rubrics are used for self and groupassessment

Evidence of the attainment of the content orcourse standard(s) can be used to supportthe degree of students’ successes.

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Presentation ofwork in processor the finalproduct

Lesson forpeers

Contract fulfillment

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To delineate the criteriaagainst which an individualor group presentation of thecompleted independentproject can be assessed.

To prepare and presentlessons to peers that teachthe subject matter of theindependent study.

To articulate the behaviorsand conditions the studentis expected to comply withas related to the guidelinesdefined for an independentstudy.

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Presentation skills which can be assessedinclude:

To communicate the major ideas gleanedfrom research.To augment verbal presentation with visualaides.To present information in a cogent andsequential manner.To develop and respond to questions.To respond to the audience.

The development of a lesson to teach peersis a means to synthesize research as well asdevelop presentation skills. Prior to teachinga lesson to peers, students need to beinstructed in the elements of a lesson plan.A basic outline of a lesson plan:

State objectiveMotivateProvide inputStructure outputCulminate

Contracts are developed individually to meetboth student and independent studyspecifications. Contract topics include:

TimeBenchmarks or checkpoints during theprocessOrganizationAccuracy

Both the student and teacher need to agree onthe dimensions and consequences of thecontract.

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Record KeepingWhile students should be responsible for much of the record keeping done during inde-pendent study, teachers will need to select devices or forms which are appropriate fortheir classes. Any of the independent study booklets in this book can be used by studentsto record dates, choices, and accomplishments. Several additional approaches to recordkeeping follow. Ready to duplicate samples begin on page 79.

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�4:73'18 such as the learninglog to the right are acumulative record of whathas occurred. This methodemphasizes a narrativeaccount of what learning hastranspired.

The )'1+3*'7 approach is aplanning and recording sheet.The student plans whatshould be done and thenrecords what actually hasbeen accomplished.

The 9/2+1/3+ is an ongoingrecord of what the student isdoing in pursuit of theindependent study topic. Itbecomes a chronologicalrecord of the activitiesundertaken andaccomplished in researchingthe topic.



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A )1'88�-7'5. indicateswhere students are in theindependent studyprocess. Students color inand record their name toshow the step at whichthey are working.



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Finding sufficient time for learning activities in the classroom is a continuous problem.“I’d love to do that with my students, if only I had the time!” is often stated by teachersat all grade levels. To be willing to allocate time for students to conduct independentstudy, a teacher must value this form of educational experience.

Time for independent study should not be attained by scheduling it as homework, achoice after other work is completed, or a reward for achievement in an area. Time forindependent study should be defined as an opportunity accessible to all learners, pro-vided as an integral feature of the regular curriculum, and designed to enable students toparticipate regularly in the process.

While the independent study plan specifies a consistent and acceptable procedure out-lining the steps to be followed to conduct an in-depth inquiry or investigation, it mustalso allot specific times to work. Without both of these features, the procedure and thetime allocation, the independent study loses its effectiveness.

There are several ways teachers can find time to incorporate independent study opportu-nities into the daily or weekly schedule:

Borrowing time reallocates time scheduled for another learning activity. The rea-sons for redistributing existing time could be based on assessing what students al-ready know and need to know. Extending time offers independent study as an enrichment experience after theculmination of a lesson.Replacing time redesigns a teacher-directed lesson so the same content is learnedin a student-planned independent study.


18 Independent StudyDepartment License Lovejoy ISD G/T Education

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Making the concept of independent study practical requires consideration of manyfactors:

Communicating clearly the procedure and steps to conduct an independent study.Providing alternative means for students to understand and achieve success inconducting an independent study.Correlating expectations for the independent study with appropriate support,instructions, and materials.Encouraging students to conduct an independent study repeatedly throughout aschool year so they can learn, appreciate, and enjoy the process as a way to iden-tify and extend their interests.

The materials in this section have been designed as pathways for students to follow inorder to learn how to conduct an independent study. They range from closed andteacher-directed to open and student-centered pathways that outline a step-by-stepprocedure to follow in order to participate in independent study. They range frompicture-referenced to narrative-defined materials that specify the expectations foreach step in the independent study process. They include materials that cater to thestudent as a beginner or novice and to the student who is advanced or “expert” inconducting independent research.

The materials are organized according to their level of sophistication:Booklets that are closed-ended requiring students to fill in or complete the stepsof an independent study with their own work.Booklets that are open-ended outlining the steps of an independent study asguidelines for students to follow.Learning center task cards that specify the choices students have as they proceedthrough an independent study.


20 Independent Study

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My First IndependentStudy Booklet

Hands-On IndependentStudy Booklet

________________'sIndependent StudyBooklet

Student Guide toAdvanced IndependentStudy

Study StartersIndependent StudyBooklet

Eileen's Umbrella, aTheme-BasedIndependent StudyBooklet

Depth and Complexity,an Independent StudyLearning Center

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Students inexperienced withindependent study.

Students who are struggling or “not-yet”readers.

Students who are teacher dependent.

Students inexperienced in theindependent study process.

Students with a learning preference formanipulating concrete objects.

Students experienced in orknowledgeable about independent study.

Students evidencing self-directedness.

Students experienced in orknowledgeable about the independentstudy process.

Students evidencing readiness fordecision-making.

Students experienced in conducting anindependent study.

Students exhibiting readiness to makedecisions from a field of alternatives.

Students exhibiting readiness to followthrough and sustain attention in theindependent study process.

Students experienced in theindependent study process.

Students ready to make connectionsamong information from variousdisciplines.

Students ready to comprehend andlearn about global concepts andgeneralizations.

Students ready to work independentlyor in small groups.

Students ready for advanced ordifferentiated study of a topic.

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Closed-ended guidelines.

Step-by-step outline of an independentstudy.

Picture clues or prompts.

Options within each step of independentstudy.

Step-by-step outline of independent study.

Hands-on learning activities.

Open-ended guidelines.


Clues for thinking about and selecting anactivity for each step of the independentstudy process.

Open-ended guidelines.


Specific, multiple activities within eachstep of the independent study process.

A network of intricate thinking and activityfor each step in an independent study.


Activities promoting connections betweenthe topic under study and global themesand generalizations.

Activities on task cards describing astep-by-step approach to independentstudy.

Incorporation of depth and complexityinto learning activities.



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This booklet provides students with a step-by-step approach to independent study.Using picture prompts, each page defines what students should do to complete thesteps of their independent study. The teacher can use this booklet as part of a directedlesson with the purpose or objective of demonstrating and clarifying the “how-to” ofindependent study. While reading the booklet pages with the students, the teacher canprovide clues to enable comprehension of the steps of independent study.

My First Independent Study Booklet attempts to diffuse the concern that nonreaders,primary-age, or inexperienced students are incapable of engaging successfully inindependent study. It allows students to move easily from a teacher-directed, depend-ent mode of study to a student-centered, independent study. To underscore this transi-tion, options from which students can select are given under each step . The practiceof self-selecting within parameters enhances opportunities to develop self-directed,autonomous learners.


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This booklet provides students with a learning-by-doing approach to understand andexperience the steps of independent study. The purpose of each step’s activity is toengage students in cutting, manipulating, and pasting in order to better comprehendthe thinking and actions needed in the process.

The booklet is to be completed as an in-classroom group activity scheduled over aperiod of time. The teacher can observe students as they work and discuss with themwhat each activity is intended to teach them and how the activities are related to thedevelopment of lifelong independent learning.

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This booklet is intended to be used with students who already are aware of the stepsoutlining the independent study process. Each page represents an open-endedapproach to the given steps that define an independent study. Pictorial and writtenhints are provided to students to encourage their decision-making at each juncture ofthe process.

Teachers can enlarge and laminate the pages of this booklet. These oversized pagescan be used as instructional tools at the close of a lesson or unit of study. As theteacher guides discussion, students can become familiar with the pages and the inde-pendent study steps they outline, and a preliminary or introductory mini-independentstudy could become a follow-up for some or all students to the lesson or unit. (See“Mini Studies” reproducible on page 76.)


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This booklet describes a set of sophisticated subtasks within each step of the inde-pendent study process. The purpose is to assist students in recognizing, analyzing,and completing the activities performed by individuals who are experienced in inde-pendent study and to simulate for students the type of thinking necessary to becomeproficient as an independent investigator.

The booklet is intended to be used with students who have had previous experienceswith independent study. There are some indicators teachers need to be aware of asthey decide each student's readiness to embark on independent study as defined bythis booklet:

Readiness to work autonomously.Readiness to problem solve.Readiness to make decisions and think critically.Readiness to accept responsibility and receive assistance when necessary.


Independent Study

My Name

My Room My Teacher

Date I Started Date I Finished

MY INDEPENDENT STUDY

IDENTIFY AN INTERESTLook closely at…�your interests

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�Do this page in pencil. After working on locating resources, you may decide to come back to this page and makesome changes.

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Independent Study

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LOCATE A VARIETY OF RESOURCES

Note Cards

Interviews & surveys

Internet & computer programs

Audio & video tapes

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resources you’ve located,

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to step #4.

GATHER DATA, INFORMATION, PICTURES

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ways to collect your

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Special Formats

large to small

diagramsequential graph

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Title

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Title

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ORGANIZE THE INFORMATION/DATA

DEVELOP A PRODUCT

MOST IMPORTANT to

LEAST IMPORTANT

OUTLINE

I.

A.B.

1.2.

II.

A.1.

B.

�You may select another way to

order your information. It might be

chronological, alphabetical, or

numerical—or any other way.

BIG IDEAS AND SUPPORTING FACTS

How I will organize:

PRODUCT LISTad lessonbrochure lotto gamebulletin board manualcatalog modelcollage multimediacrossword presentationdemonstration newsletterdisplay photo essayexperiment postcardsfact book radio showgraph speechhow-to diagram study printsinstructions timelinejournal videokit word chart

�Make a good match between collected data and the kind of product.

HOW I’LL PROCEED1st:

2nd:

Then:

Finally:

MY

FIN

ISHED

PRODUCTW

ILLBE:


Independent Study

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��SHARE/PRESENT THE PRODUCT

�Add to either list to help you make a selection. Check the items you choose.

WAYS TO SHARE/PRESENT

■■ to the whole class ■■ to a small group

■■ via video tape ■■ Q & A session

■■ during a school program

■■ through an audio tape

■■

■■

■■

PRESENTATION SKILLS

■■

■■

■■

■■ good communication

■■ creative

■■ organized

■■ knowledgeable

PRODUCTCriteria:

PROCESS(How I worked through all steps)

Criteria:

EVALUATIONSTATEMENT

NEXT STEPS

EVALUATE AND PLAN NEXT STEPS

How I will share:

The skills I will practice:



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The Study Starters in this booklet are designed to stimulate intricate thinking at eachstep in the independent study process. Study Starters build a complex network ofquestions and activities for students to engage in while working through their inde-pendent studies. The major intent of the Study Starters is to assist students in recog-nizing the pathways a learner can traverse in order to gain an in-depth understandingof a topic.


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shapes around the .

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themos

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What is the major point orfeatureofthistopic?

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3. Consider these dimensions of your topic to select an area or feature on which to focus yourstudy. Color in the shape to show where you will focus.

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1. In the top box, write your focus topic (from page 2).

2. Fill the other boxes with ideas and subtopics that are related to thetopic in the top box.

3. Color in several of the most interesting related topic boxes to show which ones you will try tolearn about.

My topic

A related topic A related topic

A related topic A related topic A related topic

A related topic A related topic A related topic A related topic

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1. Start your study by making up major questions. Use the prompts(words around the question marks below) to give you ideas for yourquestions.

2. Write your set of research questions in the linked questions marks.

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Independent Study

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1. Make notes of a question and a related answer from your study.

2. Name the book or other resource used to arrive at the answer.

3. Write a full citation for the resource used.

4. Now do this for your other questions and answers.

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2. Develop major statements about your topic.

3. Write a full citation for one or more of the resources you used.

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Present a long, narrow idea.

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The theme-based approach to independent study allows students to be involved ininterdisciplinary learning. The theme is a unifying concept facilitating the relation-ship between the student's selected topic of study and information gathered about thetopic. While there are many types of themes, only those defined as global or univer-sal concepts easily lend themselves to forging connections between and among disci-plines. Change, Patterns, Systems, and Power are examples of this type of theme.

Generalizations or “big ideas” relate to themes. They provide the stimulus to guideinvestigations across disciplines and can be the provocative statement to be proven,defined, clarified, or illustrated using the information a student gathers in pursuit of aselected topic. The generalization, based on the theme, becomes the focal point oroverriding idea consistently related to what students are researching.

Generalizations can be identified from the work of scholars, formal definitions intext material, and conventional wisdom. A partial list of universal concepts, whichmay to be used as themes, and accompanying sets of generalizations follows. Classesmay enlarge this chart and add to it as fits their needs and interests. The global, uni-versal themes are related and, therefore, students who are experienced in studyingunder the umbrella of a theme can be challenged to consider the possible relation-ships between themes. They might develop and explore a statement such as, “Sys-tems of power lead to patterns of change.”

�� Change can be natural or person-made.

Change is inevitable.

Change leads to more change.

�#�� Systems are made of parts that work together to perform a function.

Systems interact.

Systems have rules or structure.

�� Patterns often repeat and allow us to predict.

Patterns reveal the relationships among things.

Patterns lend order to details.

��!�� Power can influence positively and/or negatively.

Power can be given or taken legitimately or illegitimately.

Power is needed to cause change.


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A learning center is an instructional strategy that provides students with the opportu-nity to learn in a self-directed manner. A learning center occupies a designated areawithin the classroom. It is equipped with resources, references, and tasks. This learn-ing center incorporates Depth and Complexity into an independent study program.

Students are assigned or allowed to choose the time they will work at the center onactivities defined by task cards. The numbered task cards describe the activities thestudents will complete. Task cards follow a pattern and direct students to:

The organizational structure of a learning center is developed to enable students towork alone on tasks or in groups. The following diagram represents a typical learn-ing center.

Depth and Complexity dimensions are represented by a set of key words that areused as prompts to guide students' exploration and research of an area of study. Thekey words of Depth and Complexity have been used to differentiate the core or basiccurriculum for advanced and gifted learners. The following chart provides definitionsand symbols for the dimensions of Depth and Complexity. Teachers may wish tocopy the chart and distribute it to students and make it into a transparency to use dur-ing discussions.

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72 Independent StudyDepartment License Lovejoy ISD G/T Education


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The reproducibles augment and support the independent study process. Teachers are toselect and provide to students those pages that align with the learners’ abilities, inter-ests, and needs. Page numbers and brief descriptions follow.

Steps of Independent Study 74Learning-to-Learn Skills 75

Mini Studies 76

Clipboard Planning Sheet 77Independent Study Contract 78My Independent Study Record 79My Own Study Profile 80

Wanted: Topics to Study 81Study Lab 82Internet Search 83Search, Record, Compare & Share 84Conducting an Interview

Checklist 85Observation Pathway 86Independent Study Products 87

Research Diploma 88

School-Home Tell-A-Gram 89At Home Study 90

Charts of steps or skills; use as points of dis-cussion regarding order and importance ofeach step or skill. Each page may be enlargedand used as a chart. If desired, students canaffix their name on the step or skill that istheir current focus.

Brief practice ideas to establish the idea ofindependent study.

Individual planning and record sheets.

Extra support for the booklets and task cardactivities; introduction to the steps of inde-pendent study; reinforcement and extra prac-tice for students who need it.

Individual acknowledgment.

Ways to invite family involvement.


Develop questions

(a direction) for

conducting your study.


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Selecttopic.

Refine, focusyour topic.

List resources and references you plan to

use. (Later cite those youactually used.)

Gatherinformation.

Organizeinformation.

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Match appropriate references tothe appropriate questions.

Use timewisely.

Make a plan.

Keepmoving

forward ➔ ➔ ➔ ➔ ➔.

Read reference twice—

—each time for adifferent purpose.

Define a working

PATTERN.

Get

when you need it!

Stay organized.

Maintainfocus.

creative.

Know when to bePRECISE and when

to be

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Example: The class is studying 30!#%. You get sidetracked and conduct a mini study about /2")43�as theclass continues its study.

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Example: The class is studying 30!#% and you blowup the section on ",!#+�(/,%3�and conduct a ministudy of them.

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Example: The class is studying 30!#% in 3#)%.#%and -94(/,/'9�in ,)4%2!452%� You decide to conducta mini study on 3#)%.#%�&)#4)/.�which bridges bothareas.

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Name Date

Topic or problem:

Subtopics or questions (what I want to find out):

Resources I think I will use:

How I’m going to collect and organize information:

How I will share the information:



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Contractagrees to study

and explore the following questions related to the topic:

‘s study will be competed on or about ,

and will be shared in one of these ways:

NAME

TOPIC

Student AgreementI,

have selected

as my topic for independent study and

agree to complete my work by

.

STUDENT’S NAME

STUDENT’S SIGNATURE

Teacher AgreementI,

agree to furnish the following supplies

for ‘s

independent study:

TEACHER’S NAME

TEACHER’S SIGNATURE



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6 Reading6 Listening6 Viewing6 Observing6 Talking with someone6 Experimenting6 Doing something6 Searching the

Internet6 This way:


�� Name Date

Select items from the 3 lists below. Combine your choices into a task statement to guide your independent study.

6 Alone6 With a classmate6 With an adult6 In a small group6 For long periods of time6 For short periods of time6 This way:

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Problems, learning to do something, and provingfacts can become topics for independent study.Ask your friends to help you add to this chart.Ideas on your completed chart may suggest atopic for you to study.

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Topic

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New things I want to find out

Things I know but want to learn more about

Combine the two lists above. Put the

items in order from the most to least interesting.

I will begin myindependent study

with



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Practice using the Internet for gathering information for the sample study items below.

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�!-0,%�� You are studyingbirds. Search for 3 websitesthat contain information onbirds. List their Internetaddresses here.

➪

➪

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�!-0,%� � You are studying fireengines. Write 3 differentsearch words or terms youmight try. Now use each term.Star the one that produces themost useful list of related web-sites.

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�!-0,%�� You are studyingplants. Search for websitesthat give information aboutplants but are not commercial(do not sell plants). List 2 ofthem here.

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�!-0,%�� You are studyingrigatoni. List 2 terms you canuse as search words besidesthe word rigatoni. Circle theone you think will bring you themost sites. Now check bothterms to see if you are correct.

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Jot down or save web addresses forany sites you discover which may contain info for your own study.



�� Name

�� and ��the information from your tally with your classmates.Which resource was most useful? Why?

�� the resourcesused to answer the question by completing thetally. Check the resourcethat best illustrated each ofthe features listed.

Is most understandable

Is easiest to read

Contains illustrations or diagrams

Provides most information

� �

�� your information.

Kind of resource

Title

Information to answer the question

�� for information in � different resources to answer:

What is the value of all kinds of compasses and

how can I make one for myself?

Kind of resource

Title

Information to answer the question

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; Information on the type of work the person does (Example: Ask a manager of a fast-food restaurant about the most interesting parts of the job.)

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How I would improve the interview. Things that were successful in the interview.

; Information the person may have as aresult of her training or skills (Example:Ask a veterinarian about the eatinghabits of hamsters or a doctor about the circulatory system.)



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NameDepartment License Lovejoy ISD G/T Education


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There are many types of products. Some go better with some studies than others. Use this list tohelp you select a way to share information from your independent study. As a class, you can make upexamples of these products to use as samples or patterns.

a-b-c book or chartadvertisementart pieceatlas

bar graphbillboardboard gamebookbrochurebulletin board

card gamecartooncatalogCD romchartcollagecollectioncoloring bookcomic bookcommemorative stampcommercial computer programconcentration gamecostumecrossword puzzle

dancedemonstrationdiagramdiarydictionarydioramadisplaydrawing

exhibitexperiment

fact book

game gift basketgraphguide

hidden-word puzzlehistorical lettershow-to booklethow-to diagramHyperCard or other computer presentation

instructions

jigsaw puzzlejournal

kit

labeled diagramlearning centerlessonline graphlistlotto game

magazinemanualmapmatching puzzlematerials display chartminiaturesmobilemodelmontagemultimedia presentationmural

newsletternewspaper article

owners’ manual

paintingphotograph albumpictographpicture chartpie graphplay or scriptpoempostcardsposterpresentationpuppet show

radio showrecipereport

signslide showsongspeechstages or steps diagramstorystory chartstudy prints

tape recordingtime linetravel brochureTV quiz programTV showTV talk show

video

wallpaperwebsite with info linksword chartword jumble puzzlewrapping paper



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Dear ,

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Choose a topic for members ofyour family to explore together.Write down some of their questions, answers, and comments on the leaves of this family tree.

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Go to a library or museum.

Do research at home using books, magazines,

CD Roms, Internet sites.

Conduct a test or perform an experiment.

Gather information from a trip, visit, or phone

call.

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A family activity (bowling, camping, soccer, cooking)

A family possession (your dog, car, boat, an heir-

loom, something old, something new)

A family problem (what to do on vacation, how to

share the new computer, whether or not to move)

Part of a meal you’re eating together

A TV program you’re watching

A new Internet site


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