When uncertain about a learner's level, begin with high direction and support and keep reassessing¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because special-needs learners are easily misclassified, the paper advises a default stance of high support and direction until assessment clarifies the learner's actual quadrant. "When in doubt, it is alwaysappropriate to start out with highdirection and support, as long as the instructor movesalong and continues to assess the patron's ability." The same advice is repeated for ESL students, with the instructor looking carefully for clues to the student's actual level of experience before modifying the instructional approach.

Design Implications¶

Context¶

Requirements¶

• Continued assessment of the patron's ability so support can be reduced as the learner progresses

Constraints¶

• Applies when the instructor is uncertain of the learner's developmental level; the paper warns that over-support without later release keeps students dependent

Target Learners¶

• college library users whose experience level is difficult to judge, including adult learners and ESL students

Target Learning Goals¶

• accurate matching of instruction to learner need and progression toward independent library use

Affordances¶

• Situational Leadership Model Library Instruction

Related Strategies¶

• Use hands-on practice and immediate feedback in bibliographic instruction for ESL students
• Start adult learners in homogeneous small groups and use individual instruction with gradual release

Examples¶

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Key Sources¶

• Carder, Linda; Pracht, Carl; Willingham, J. Robert. (1996). Using Situational Leadership to Reach the Whole Population. https://eric.ed.gov/?id=ED406998