Build fluencies with graduated levels of support for practice and performance

Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.). This means that they often need multiple scaffolds to assist them as they practice and develop independence. Curricula should offer alternatives in the degrees of freedom available, with highly scaffolded and supported opportunities provided for some and wide degrees of freedom for others who are ready for independence. Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners’ fluencies.

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  • Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.)
  • Provide differentiated mentors (i.e., teachers/tutors who use different approaches to motivate, guide, feedback or inform)
  • Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software)
  • Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)
  • Provide multiple examples of novel solutions to authentic problems