Independent Learning – “You do it alone”

The last phase of the GRR framework is the independent learning phase, which is sometimes referred to as the “You do it alone” phase. During this period, students work independently on the material covered throughout the focused, guided and collaborative phases. During this final phase of the GRR framework, teachers can assess student learning in a variety of ways. Often choice is built into the assessment, so students can choose how to demonstrate their understanding. In the following video, Ms. Hager explains how she implements the independent learning phase in her classroom.

GRR image of two triangles side by side, one inverted, with the Independent Learning section highlighted

In this final phase, students are provided with opportunities to work alone and apply what they have learned during focused and guided instruction and collaborative learning activities.

Watch the following video to learn more about the independent learning phase of GRR.

GRR Independent video

The independent learning phase is designed to prepare students for college and career readiness. Independent learning should not be struggle-free, and it should not be a replication of what has already been taught. During this phase, students solidify their understanding of the day’s lesson. But they are also practicing life skills that stretch beyond the classroom, such as metacognition, self-regulation, time management and task prioritization.

Now take a moment to read the following tips for the independent learning phase of the GRR framework.

Tips for independent learning

  • Independent learning is an opportunity for students to apply information in new ways.
  • The teacher should give students a minimum of 2 and a maximum of 4 formative and summative assessment choices that will help the teacher determine what has/hasn’t been learned.
  • Students should be given independent learning opportunities that directly relate to the content purpose, language purpose and social purpose of the day’s lesson.
  • During this phase, the teacher should be noticing ongoing performance and providing feedback as needed.