It seems obvious that learning should not stop when independent work begins. In too many cases, however, the tasks and the thinking required to complete independent assignments are limited to regurgitating knowledge. The work itself does not move students' learning forward. Students must master the procedural knowledge (the how) of applying factual knowledge in novel and authentic ways. In this article, the authors identify and detail three quality indicators that deepen learning in the independent phase of instruction: the opportunity to think metacognitively, set goals, and develop self-regulatory skills.