Student+Ownership+of+Learning+Through+DBL

**Clear Targets:**
Participants will


 * learn basics of student ownership of learning
 * explore how to modify existing lessons to include student ownership
 * develop student ownership strategies using digital tools

==**Self- Assessment Survey **==

**Overview and Introduction: **
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Student Ownership and Meaningful Student Involvment (Soundout.org) Making Learning Personalized and Customized (The Teaching Channel)
 * CMCSS Blended Learning Rubric**
 * Informational Article - Focus on pages 18-22 **


 * Setting Learning Goals: **

**We will use OneNote to record and share personal learning goals for this class**.

**Explore Ideas and Resources**

 * **Practice to Encourage Student Ownership** ||  || **Resources to Learn More** ||   || **Possible Digital Tools to Use** ||   || **Scaffolds and Supports** ||
 * **Sharing Data and Teacher Feedback**
 * **Sharing Data and Teacher Feedback**

Symbaloo Lesson Plan Activity Join Code (enter in I'm a Student space) 98965 ||  || Using Data: Engaging Students (ELEducation) *video included

Making Students Partners in Data-Driven Approaches to Learning (Mind/Shift) ||  || Google Sheets (Template Example) Google Form for each student MS Excel Workbook shared via Office 365 OneNote Class Notebook @Student Response Tools

Non-digital options ||  ||  ||
 * **Setting Learning Goals**

Youtube Playlist for Goal Setting ||  || Teach Your Students to Set Their Own Learning Goals and Boost Learning (Minds in Bloom)

Ready to Set Goals with Your Students? Six Tips to Get Started

Thinkering Studio: Supporting Self Directed Learning (video) ||  || Office 365 - OneNote or Blog Google Doc/Form and Spreadsheet or Blogger Trello ||  ||  Student Goal Setting and Conferencing Infographic

How to Set Goals with Students ||
 * **Student Choice and Voice**
 * Path
 * Prioritization/Pace
 * Demonstration of Learning (Tools/Assignment form)

YouTube Playlist for Student Choice and Voice ||  || 3 Ways to Encourage Ownership of Learning (Middle Web)

Personalized Learning: Enabling Student Voice and Choice Through Projects (Edutopia - Big Picture High School featured)


 * Teaching Methods for Inspiring the Students of the Future (Joe Ruhl, TEDxLafayette Video)**

Encouraging Students to Own Their Work (Edutopia) ||  || Presentation Tools

Productivity Tools ||  ||   || ||  || Scoffolding Student Reflection (Edutopia)
 * **Reflection**

Reflection4Learning- Google Site,  University of Oregon's Center for Advanced Technology in Education to support reflection for learning in education, from early childhood through higher education and into the professions.

Learning Through Reflection (ASCD)

High Tech Reflection Makes Learning Stick (Edutopia) ||  || FlipGrid SeeSaw Let's Recap Office 365 - OneNote or Blog Google Doc/Form and Spreadsheet or Blogger 40 Reflective Questions ||  ||   || Students will need your guidance (especially in the beginning) with:
 * in tandem with work portfolio using paper, digital, or more likely - BOTH! ||  || 35 Questions for Student Reflection
 * **Teacher Mentorship and Support**
 * Knowledge on the processes of reflection
 * Setting learning goals and evaluating progress
 * Choosing resources, activities, and priorities to demonstrate learning appropriately ||

**Apply - Share - Reflect**

 * Check the OneNote sections for suggestions.**

**Final session reflection:**

 * Let's Recap:**
 * Class PIN for July 17th Class: hyedfst**

**Overview of Blended Learning** - Khan Academy video tutorials featuring content from the Christensen Institute


 * Common Sense Media **
 * Introduction to the SAMR Model - a way to evaluate how technology is incorporated in lessons
 * K-12 Digital Citizenship Curriculum** Scope and Sequence - empower students to think critically, behave safely, and participate responsibly in a digital world
 * Educator Ratings and Reviews (formerly Graphite) - in-depth editorial reviews on educational apps

“Students work harder when they understand and realize the impact they have on their own progress...When students track their progress and reflect on their practices, they clearly see the connection between work done and the grade earned. They are no longer bystanders in their own education.” Renee Ritchie, Instructional Specialist, Metropolitan School District of Warren Township (IN) Possibly one of the most compelling attributes of personalized learning stems from its potential to create meaningful opportunities for students to take ownership of their own learning. Student ownership can lead to many benefits including increased engagement, goal-setting, self-direction, and lifelong learning. Student frustration and discouragement decreases when students truly understand how their academic performance relates to their progress. As students develop these types of skills, they will not only enjoy a more meaningful K-12 experience, but will also be better equipped for college and career opportunities in the future. • Students continuously reflect on their own data and academic performance to boost growth • Students consistently set, track, and evaluate their own learning goals; student goals direct student activities • Teacher meets with students on a frequent basis to GOING DEEP provide mentorship and support • Teacher supports students in setting their own simple learning goals • Teacher provides students with choice in prioritization of tasks or path to complete assignments • Students monitor their own data and reflect on their learning in a variety of ways (journal, blog, share with DEVELOPING a partner, etc.) Student Reflection and Ownership • Teacher provides students with foundational knowledge on the process of reflection • Students use a tracker to monitor their own data and use simple means to reflect on their learning • Teacher meets with students individually to listen and develop relationship with students • Teacher provides students with some form of choice in assignment GETTING STARTED 19 However, the path to develop reflection and ownership is far from simple. Teachers will need to provide frequent mentorship, training, and support to students. In turn, students will need explicit training and opportunities to practice these skills. Like the other elements, developing reflection and ownership should be viewed as a long-term endeavor rather than a quick transition. Teachers will need to carefully consider the unique circumstances and situations of their students in order to create a successful plan to create student reflection and ownership. For example, teachers beginning this process may be surprised to find that high-performing students often struggle with self-direction. High-performing students are typically accustomed to following an explicit set of directions from teachers rather than working in an environment in which choice drives actions. Students can begin developing these skills by learning to reflect on their learning. Built on the research of metacognition, reflection involves students taking time to compare their efforts to their results and then making plans to improve. Reflection begins as a teacher helps students to track their own data. Students can build on this foundation by learning to set specific goals for themselves. Teachers can encourage students to begin the process of student ownership by creating ways for students to reflect on their learning. Enlarged City School District of Middletown (NY), Uinta County School District #1 (WY), Yuma School District One (AZ), and Uinta County School District #1 (WY) Mastering the ability to reflect opens the door for students to become self-directed learners. Once students have learned to set and track goals, they can develop more advanced skills such as prioritization of tasks and creation of their own schedules. Student agency is at the heart of this development. Teachers and school leaders can provide students with opportunities to make autonomous choices as a way to develop ownership. This may start simply, such as providing students a choice in which assignments to complete first. Teachers can build on this foundation by providing students with opportunities to select from a variety of projects or allowing students to choose how to demonstrate their learning. Through all of these experiences, students are given valuable opportunities to make choices and lead their own learning while teachers act as mentors and coaches. Providing students with opportunities to choose and set goals is a powerful way to develop student ownership. Metropolitan School District of Warren Township (IN), Oakland Unified School District (CA), Metropolitan School District of Warren Township (IN) and Uinta County School District #1 (WY) 20 21 Potential First Steps to Implement Student Reflection and Ownership ELEMENTARY SECONDARY Student Tracker - Support students in learning to track their own data stemming from a specific digital tool or class assessments Journal Entry - Reserve a set number of minutes for students to reflect on their learning and goals by maintaining a journal--whether online or offline Student Choice - Create a lesson in which students can choose from a set of resources that cover similar concepts Student Portfolio - Work with students to develop portfolios of work and reflect on the progress of their work over time Goal-Setting - Work with each student to establish a simple learning goal such as mastering a specific math concept or reading a certain number of books. Student Choice - Allow students to create their own unique way of demonstrating mastery on a particular concept or objective TIPS for Student Reflection and Ownership • Train students to track their data and set learning goals • Develop a process to provide formal mentorship for students • Teach students to fail forward and embrace failure as an opportunity to learn and grow • Encourage students to reflect in various formats • Consider teaching students to develop a growth mindset as a foundation • Provide authentic choice for students to develop ownership of their learning
 * SOS Strategies ** - For a great list of classroom strategies shared by Discovery Education, visit @http://tinyurl.com/SOS-strategies.