Helping someone act for themselves, rather than doing tasks for them

Completing every step for a learner may finish a task quickly, but it limits their chance to think and try on their own. Support can instead be narrowed to where it is actually needed, such as a single hint that lets the learner proceed independently. Researchers studying adult tutoring in problem-solving offer a useful starting point for this approach, though they also show that the same level of help does not suit every person or task. Independence does not mean refusing all assistance; people should still be able to choose the help they want and decline or seek it elsewhere. The article suggests judging support by the learner's completed steps, their choices, and their ability to ask again, rather than by how often they request help.