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Deeper Learning: Highlighting Student Work

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. 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. 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. Every time I present this work and discuss it with teachers and school leaders, I reminded that the choices we make about how to use time in school are often the enemy of quality or value. Seeking Value Student-designed Greenprint Austin's Butterfly The Greenprint

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. 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 –

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.” That is a good way to look at it – helping students take control of their own education. 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) Engage Students in Evaluations Self-Evaluation What did I learn today?

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. 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. 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.

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. In these conversations, certain patterns of encouraging true involvement have emerged. I brought these lessons together as the basis for my Frameworks for Meaningful Student Involvement. References

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. 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. Tips #4 Ask Students to Self-assess Cognitively and emotionally, students can only absorb so much feedback at one time. Tip #5 Give Students Classroom Jobs

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. 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