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Student Ownership

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032113 Forum Education Economy Conley. Developing students’ ownership of their learning / Sharing assessment data with students / Video gallery / Home - Assessment. How do you develop students’ ownership of their learning? Elizabeth Crisp The way I get the children to take ownership of their learning, is for example in their writing books they have goals that we've worked out together in the backs of their books. When they are finished writing we flick to the back of the book and we have a look. And I say well how do you think you've done, and they will say well I've managed to do that this time so that is good, but I forgot to put spaces between words so next time I'll have to do that or whatever the goal might be. Don Biltcliffe I think to make the children own their own learning, it’s just about making it really explicit to them where they are, and what their next step in their learning is.

Rosina Prasad. How to Help Students Take Ownership of the Learning Process | PDK InternationalPDK International. How to Help Students Take Ownership of the Learning Process Little learning occurs if students are not motivated. Even the most herculean teacher effort falls flat if students are disengaged. What is the solution? Teachers can help students take ownership of the learning process.

If teachers consistently give students the opportunity to play more active and real roles in their education, students will rise to the challenge. Here are a few tips for how to do this. Tip #1: Share Question Generation Students are more motivated to learn when they generate at least some of the questions that drive the teaching and learning process. Tip #2 Let Students Discuss Teachers are in a position of authority and expertise and if they take too active a role in classroom discussions, they can stifle the conversation.

My students from middle school to graduate school level have all performed well in these structured seminars. Tip #3 Use Formative Peer Assessment Tips #4 Ask Students to Self-assess. Educational Leadership:Giving Students Ownership of Learning:The Architecture of Ownership. Any conversation about student ownership in education would be incomplete without mention of John Dewey. It was his Democracy and Education (1916) that helped me see the connection between student involvement and student ownership. According to Dewey, the type of activities that stimulate real involvement "give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results" (p. 181).

Patterns of Involvement Throughout my career in educational administration in Washington's state government and as a private consultant, I have talked with hundreds of students and educators, learning about how schools have enabled students to get involved in the kinds of activities that Dewey advocates. Every time students talk about meaningful activities, they specifically identify either the type of activity they are involved in or the issue they are addressing. The Building Blocks References. Educational Leadership:Giving Students Ownership of Learning:Formative Assessment That Empowers.

Educational Leadership:Giving Students Ownership of Learning. Developing Responsible and Autonomous Learners: A Key to Motivating Students. Ames, C. (1992). Classrooms, goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Bandura, A. (1977). Bandura. Bandura, A. (1997). Barnett, W. Baumann, J. Beebe-Frankenberger, M., Bocian, K. Borkowski, J. Ceci, S. Cervone, D., Shadel, W. Combs, A. Connell, J. D’Ailly, H. (2003). D’Ailly, H. (2004). Deci, E. Deci, E. Deci & R. Do, S. Dweck, C.

Dweck, C. Eccles, J. Eccles, J. Eccles, J. Elias, M. Furrer, C, & Skinner, E. (2003). Goleman, D. (1995). Graham, S. (1994). Graham, S., Taylor, A. Harter, S. (2006). Heine, S. Holloway, S. (1988). Iyengar, S., & Lepper, M. (1999). Jensen, E. (1998). Kanfer, R., & McCombs, B. King, A., Staffieri, A., & Adelgais, A. (1998). Klem, A.M., and Connell, J.P. (2006). Lazarus, R. Lepper, M. Lodewyk, K. Marshall, H. McCombs, B. McCombs, B. McCombs, B. McCombs, B. 7 Ways to Increase Student Ownership. What Does It Look Like: Student Ownership, Voice and Choice in a Competency-based School. Students Owning Their Learning: A Tale of 2 Schools -- THE Journal. Empower Students to Take Ownership of Learning. Giving power to my students?

Won't that mean school days full of texting, non-educational movies and zero learning? Maybe not ... Empowering students is not the same as abdicating control of your classroom. The ASCD’s journal Educational Leadership defines student empowerment as “student ownership of learning.” Let Students Choose Homework Assignments Teachers are discovering that grouping and regrouping students in a variety of... A tech teacher is the first line of defense—sometimes, offense—for colleagues,... Here are a few classroom management ideas to help you minimize any anxiety... If teachers are serious about using teaching strategies to be effective...

To help each individual student reach his fullest potential, teachers should... Give them a page of math problems, but let them choose any 10 to complete. Tests (within reason) Make up an essay test with three different questions and let students choose which one to answer. Engage Students in Evaluations Self-Evaluation Student Feedback.

Deeper Learning: Highlighting Student Work. A student self-portrait from Ron Berger's student work portfolio Photo credit: Ron Berger I travel with a heavy suitcase. Over my 35-year career as a public school teacher and educator at Expeditionary Learning, I have been obsessed with collecting student work of remarkable quality and value. I bring this work with me whenever I visit schools or present at conferences and workshops, because otherwise no one would believe me when I describe it. The student work in my giant black suitcase is exemplary -- beautiful and accurate, representative of strong content knowledge and critical thinking skills -- but it's not from "exceptional" students.

It does not come from gifted and talented classrooms or from high-powered private schools. Student self-portrait Photo credit: Ron Berger When I work with educators around the country and pull this work out of my suitcase, it changes the vision of what is possible when students are allowed, compelled and supported to do great things. Seeking Value. Beyond teacher egocentrism: design thinking. As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning. The teaching is a stimulus; the attempted learning (or lack of it) is the response. No matter what the teacher says or does, the learner has to engage with and process the ‘teaching’ if learning is to happen.

From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result. It is the learner who decides to try to learn (or not) from what happens. And the learner will only wish to learn and be able to learn if the conditions of learning have been optimized to make sustained engagement and understanding possible. Put in terms of a phrase that many now use, in and out of education, such a viewpoint reflects design thinking. I know this sounds a bit unromantic. What all good designs have in common.