Ownership of learning means a learner is motivated, engaged, and self-directed with a sense of autonomy, choice, and responsibility in their actions. All learners have a fundamental need to feel autonomy in what they do. Decades of research has shown that when students feel autonomous, they have higher motivation to learn and achieve stronger academic performance in school. Naturally, learners want to make decisions that matter, pursue directions that feel meaningful to them, and hold a sense of responsibility and control for both their successes and setbacks.
In an October 1st, 2015, Washington Post blog about choices, Jay Matthews talks about the community college as a popular starting point for college entrants. However, the numbers that follow are alarming. For every 100 new students at community colleges, only 16 will have earned an associate degree or certificate after three years. After six years, just…
Luba Vangelova of KQED News writes about The Independent Project at Monument Mountain Regional High School in Great Barrington, MA: The 2010 pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews.
Brenda Iasevoli of The Hechinger Report profiles Los Angeles High School of the Arts, which is in its second year of having its seniors defend their portfolios. She places the profile against the larger backdrop of alternate measures of student—and school—performance.
Andrew Miller of Edutopia writes about the importance of engagement on student leaning and “moving past ‘course-based’ PBL”: “Due to the antiquated restraints of the education system, most educators are forced to implement PBL in a “course-based” manner. This means that the project occurs within the traditional discipline structures, where there may be integration, but learning is framed within grades and competencies”.