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Research School Network: Fading Guidance for Greater Independence Known as “fading guidance,” this strategy moves students toward greater independence…
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Fading Guidance for Greater Independence
Known as “fading guidance,” this strategy moves students toward greater independence…
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by Shotton Hall Research School
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Helping students become more independent isn’t just about letting them figure things out alone — it’s about giving them the right tools to tackle challenges confidently. By using effective teaching strategies, we can reduce confusion and guide students to gradually take charge of their learning. In this blog English Teacher Nasreen Begum from the Academy at Shotton Hall shares the third of three powerful strategies teachers can use to boost student independence in the classroom.
Once students have practised with support, it’s time to start gradually pulling back that support. Known as “fading guidance,” this strategy moves students toward greater independence by giving them just enough help until they no longer need it.
For instance, a teacher might start with fully completed examples, then offer partially completed ones for students to finish on their own. These “partially worked” examples let students practise independently while still having some guidance. Providing a checklist can also remind them of each step they need to complete without overwhelming them.
As students become more comfortable, teachers can switch from leading the thought process to encouraging students to talk through it themselves. Instead of guiding them through each step of an analysis, you might ask questions like, “What should we do first to start our paragraph?” This encourages students to apply the strategies on their own, with the teacher there as a coach rather than the sole guide.
This gradual transition from guided to independent practice keeps students from feeling overwhelmed. It’s important to check in regularly and give feedback, so students stay on track and feel positive about their progress. With each step, they gain confidence and skills to take on more challenging tasks independently.
Helping students become independent learners isn’t an overnight process. It’s about observing, rehearsing, and reflecting on the skills and strategies we model for them. As teachers, we can empower students to move from simply watching to taking charge of their own learning, one step at a time. By examples, live modelling, and gradually fading guidance, we can guide them toward becoming more self-assured, resilient, and successful learners.
Want to learn more?
For a deeper dive into teaching methods that foster independence, check out these resources:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4
https://www.researchgate.net/publication/310102750_Using_Load_Reduction_Instruction_LRI_to_boost_motivation_and_engagement
Bandura, A. (1977a) ‘Self-efficacy: Toward a Unifying Theory of Behavioral Change’, Psychological Review, 84(2), pp.191 – 218.
Clark, E. R., Kirschner, A. P., and Sweller, J. (2012) ‘Putting Students on the Path to Learning: The Case for Fully Guided Instruction’, American Educator, pp.6 – 11.
Rosenshine, B. (2012) ‘Principles of Instruction: Research-Based Strategies That All Teachers Should Know’, American Educator, pp.12 – 39.
Sweller, J. (1988) ‘Cognitive load during problem solving: Effects on learning’, Cognitive Science, 12, pp.257 – 285.
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