Ownership of Learning
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The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included. The printed book is available through Amazon.com .
Masada College is committed to providing schooling which is appropriate for all our learners enabling them to be effective young people who make a difference. The world our children are growing up in will be different, and we need to educate them for their future, not our past. At Masada College, through our Leading Learning educational package, we respect students’ talents, develop their creativity, their sense of responsibility, thinking skills and encourage them at all times to strive for their personal best. Through our experiential learning approach which is entwined with our Culture of Thinking Program and our Raising Responsibility behaviour management system, learners develop critical thinking, problem solving, improved decision making, educated risk taking and a curiosity and love for learning. We work closely with each individual child to develop personal strengths and capabilities helping them to explore themselves and their world in a structured and safe environment.
I write this blog to share ideas and resources with teachers, parents, and young people. This community supports those interested in sharing ideas about learning in ways that are innovative and relevant to generation text. Disclaimer: The opinions expressed in The Innovative Educator are strictly those of Lisa Nielsen and its contributors. They do not reflect the opinions or endorsement of the NYC DOE , the AVP or any other entity. <p style="text-align:right;color:#A8A8A8"></p>
I write this blog to share ideas and resources with teachers, parents, and young people. This community supports those interested in sharing ideas about learning in ways that are innovative and relevant to generation text. Disclaimer: The opinions expressed in The Innovative Educator are strictly those of Lisa Nielsen and its contributors. They do not reflect the opinions or endorsement of the NYC DOE , the AVP or any other entity.
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project Based Learning is synonymous with learning in depth.
Exploring ways to motivate young students to learn is a never ending quest for educators. Literature suggests that the need to motivate students today is greater than in the past. Teachers at all levels have made efforts to motivate students and to enhance their learning by developing incentive programs, fostering self concepts and by establishing positive classroom environments. Many of these efforts have met with some success and have given momentum to the exploration of additional strategies to motivate and enhance student learning. Student Directed Planning is a practical classroom strategy that trains students to take ownership for their learning.
November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 84-85 Douglas B. Reeves The energy generated when students take ownership of their learning is surprisingly similar across different education settings. I've witnessed this energy in two school districts that vary greatly in size and demographics: Hudson Public Schools in Massachusetts and Jefferson County Public Schools in Kentucky. What do these two districts have in common?
I always look forward to reading the new issue of Educational Leadership and the theme of this issue is ‘Giving Students Ownership of Learning’. I love that theme! It is full of relevant articles. I shouted out with delight to see Will as one of the authors in this issue. It is so appropriate to see Will’s article “Footprints in the Digital Age” in this outstanding issue.
November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 16-19 As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all.
I was recently participating in an online chat with a number of teachers on the topic of student motivation and buy-in into learning. As with other times I’ve heard educators discuss this topic, the direction of the conversation eventually led toward a desire for having students take “ownership” of their learning. This notion that education should inspire students toward ownership of their learning is a common refrain, and is a belief that I’d think a vast number of teachers would be comfortable expressing support for. However, in light of the reading I’ve been doing for my graduate studies in hermeneutics , the concept of “ownership” of learning is now one that I’m starting to see differently.
Since the National Strategies website closed in June 2011, a number of popular teaching resources have been updated and adapted to allow users to access them through the National Archives. A snapshot of NS Online the National Strategies website has also been archived by the National Archives Please be aware that the features previously available on the National Strategies site will not be available on the archived versions.
"Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned." John Holt The Campaign defines 'learning to learn' as a process of discovery about learning. It involves a set of principles and skills which, if understood and used, help learners learn more effectively and so become learners for life.