While using the LINCing Routine as a classroom teacher, I would develop a routine of modeling the entire routine with the students when introducing it for the first time. Then, each time I used the routine, I scaffolded until the students were able to do it independently. Usually, after implementing the routine between three to four times, the students were completing on their own, in pairs, or in groups, depending on how I had arranged the assignment.
My most recent experience with the LINCing routine was much different. I was challenged to provide the students with the opportunity to become independent after modeling only two words. I was amazed that the students not only were able to do it, but were very creative and came up with reminding words and lincing stories that were much better than I could have thought of. I learned a valuable lesson.
My most recent experience with the LINCing routine was much different. I was challenged to provide the students with the opportunity to become independent after modeling only two words. I was amazed that the students not only were able to do it, but were very creative and came up with reminding words and lincing stories that were much better than I could have thought of. I learned a valuable lesson.