Teacher habits that support independence: The seven-step model with three worked examples

Building independence is a priority for teachers every day. From homework, to revision, to problem solving or reading comprehension, we are always looking for ways to support pupils to take greater ownership for their learning.

First and foremost, it is crucial to recognise that pupils don’t just develop self-sufficiency overnight – being given task after task to work on alone is unlikely to have the desired impact.

It is a process that is purposefully supported though explicit modelling and teaching. Eventually, novice pupils go on to develop strategies for themselves by recognising similarities and differences between things they have seen and done before.

The ​‘seven-step model’ from the EEF’s Metacognition and Self-regulated Learning Guidance report offers us a useful framework to support teachers in developing their pupils’ independence when introducing new content within a lesson or across a learning sequence. Teachers use explicit modelling and offer opportunities for rehearsal before gradually releasing responsibility for learning to pupils.