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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?

Developing students’ ownership of their learning / Sharing assessment data with students / Video gallery / Home - Assessment

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.

Sometimes they might sit with a friend and go through that process. 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. How to Help Students Take Ownership of the Learning Process Little learning occurs if students are not motivated.

How to Help Students Take Ownership of the Learning Process

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. 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 For certain assignments, ask students to assess each other’s work. 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.

Educational Leadership:Giving Students Ownership of Learning:The Architecture of Ownership

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).

Educational Leadership:Giving Students Ownership of Learning:Formative Assessment That Empowers. November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 52-57 It's a paradox.

Educational Leadership:Giving Students Ownership of Learning:Formative Assessment That Empowers

When teachers hand over to students the power to shape their own learning, the learning that occurs is often more powerful than what would have transpired if the teacher had directed learning activities. Even the most effective teacher can't do students' learning for them. Effective teachers create opportunities that maximize the chances learning will happen. Educational Leadership:Giving Students Ownership of Learning.

Developing Responsible and Autonomous Learners: A Key to Motivating Students. Ames, C. (1992).

Developing Responsible and Autonomous Learners: A Key to Motivating Students

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. Washington, DC: American Psychological Association. Bandura, A. (1977). Bandura. Bandura, A. (1997). Barnett, W. Baumann, J. Beebe-Frankenberger, M., Bocian, K. Borkowski, J.

Ceci, S. Cervone, D., Shadel, W. 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. Empower Students to Take Ownership of Learning. Giving power to my students?

Empower Students to Take Ownership of Learning

Won't that mean school days full of texting, non-educational movies and zero learning? Maybe not ... 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.

Deeper Learning: Highlighting Student Work

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.

Beyond teacher egocentrism: design thinking

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. 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. The learning is the center of our world, not the teaching. What all good designs have in common.

What are those conditions, in a nutshell? In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Group-worthy tasks –