Leading Learning

Written By: Michael Small

If you want small group instruction to work, you have to trust that the rest of the classroom can keep learning while you’re at the table with a group. That is one of the hardest shifts for teachers to make because it requires more than routines. It requires students who actually know how to manage themselves as learners.

Independent learning is not something students just show up knowing how to do. It is something we build with them, through modeling, practice, feedback, and a lot of intentional design. When students learn how to start tasks on their own, use resources, solve small problems, and stay engaged without constant direction, your entire classroom opens up. Suddenly, you can pull a small group without feeling like everything behind you is on fire.

In a 21st century classroom, independence is not optional. Students need it to access rigorous work, collaborate, think critically, and manage the pace of modern instruction. And teachers need it so they can teach responsively instead of reactively.

So the question becomes less about “How do I keep students busy while I run groups” and more about “How do I help students become learners who know what to do next.”

1. Teach students how to start without you

Independent learners know what the first two minutes should look like. When students enter a work session, they should know the routine well enough to begin on their own.

This means you teach and model things like
• How to read the directions
• Where materials live
• What to do if you are missing something
• What to do first, second, or next

A simple “When we transition into work time, this is what you do first” goes a long way. Students rise to the level of routines they understand.

Example:
Have a short visual checklist posted at the front of the room and at tables. “Read the task. Gather materials. Try the first question. Decide if you need help.” Then practice it with them like you would practice procedures at the start of the year.

2. Teach students what to do when they get stuck

Students stall when they do not have a strategy. Stalling leads to talking. Talking leads to wandering. Wandering leads to you losing your small group.

Give them a simple ladder to climb on their own before they come to you.

A “When I get stuck” routine might look like:
• Reread the directions
• Try a different part of the problem
• Look back in your notes
• Check an example
• Ask a peer

Independent learners feel empowered because they know what to do when the task gets hard.

Example:
Create a poster titled “Try First” and teach students when to use it. Refer to it often. Make it part of your small group norm for the rest of the class.

3. Build predictable work time

Students are more independent when the structure feels familiar. Most curriculums already support this because they follow a mini-lesson into work-time model.

When students know:
• There will be a quick teacher-led moment
• Then they will work
• Then you will meet with groups

They stop waiting for you to hover. Predictability builds confidence. Confidence builds independence.

Example:
Keep your work block roughly the same length each day. Students thrive when they can anticipate the flow.

4. Use tasks students can manage

You do not need Pinterest-level stations for students to work on their own. You need tasks that are manageable, meaningful, and aligned to what you taught.

Independent tasks should be:
• Clear
• Purposeful
• Right-sized
• Familiar

This does not mean “easy.” It means students understand the format. The structure holds them up while you meet with a group.

Example:
A few strong routines: problem sets, reading and annotating, practice with models, short writing tasks, discussion questions, journaling, or digital practice.

5. Give students responsibility and let them feel it

Independence grows when students feel ownership of their time. They need chances to choose strategies, manage materials, solve problems, and work through steps without you narrating every move.

This is a core skill in 21st-century learning. Students must be able to collaborate, problem-solve, and stay focused in environments full of information and distractions. We are teaching them how to navigate real-world thinking.

Example:
Have students track their own progress or reflect at the end of class. “What did you get done today and what is your next step?”

6. Keep your expectations simple and consistent

You do not need ten rules for independence. You need three or four that you reinforce every time.

A strong set might be:
• Start right away
• Stay in your space
• Try before you ask
• Respect the small group table

Students learn what you consistently teach and practice.

7. Celebrate the moments when students get it right

Independence grows when teachers notice it. Students need to hear, “I saw how you kept working even when it got tough” or “Your group stayed focused the entire work time today.”

When students feel seen, they repeat the behavior.

Example:
Start class the next day with a shoutout. Name what you saw. Make it part of your classroom culture.

Final Thought

Independent learners are not created by chance. They are built through consistent routines, modeling, and opportunities to practice real responsibility. When students can start, work, and problem-solve without you, you unlock the power of small group instruction. You get to teach responsively. Students get what they need. Learning becomes more personal and more effective.

Independence is not just an instructional strategy. It is a 21st-century skill students will use far beyond your classroom.

If you want your small groups to thrive, start here.