Developing Student

Ownership
Presented by Jude Oliva
For the Buena Park High School
Physical Education Department
April 22, 2020
Objective:
Teachers will be able to incorporate
one strategy to develop student
ownership by next week
● Teacher Leader Standards
○ Domain 1: Fosters a Collaborative Culture to Support Educator
Development and Student Learning
○ Domain 3: Promotes Professional Learning for Continuous
Improvement
● National Board for Professional Teaching Standards
○ Proposition 3: Teachers are responsible for managing and monitoring
student learning
○ Proposition 4: Teachers think systematically about their practices and
learn from experience
○ Proposition 5: Teachers are members of learning communities
 Acknowledgements

●This presentation was adapted from Robert Crowe

and Jane Kennedy's book, Developing Student
Ownership
Think about it…

●What are some strategies you use to

engage your students?
●How do you motivate your students?
 Why Taking Ownership Matters

●Many students “DO” school

●Students who own their learning are
motivated to learn, ergo learn more
(Hattie 2001)
●Motivation can be cultivated
 Curriculum
●What the student needs to know and be
able to do at the end of a lesson, unit, or
course.
What does it look like in practice?
“We are learning about the
causes and effects of
evolution. When changes
happen in the environment,
“We are learning about some organisms survive,
evolution. When changes some move, and some die.
“I am reading this chapter happen, some organisms We are gathering examples
and answering” survive, some move, and of each. I will be writing an
some die. I have to read to essay about a specific
find examples of each.” organism to show whether
it would live, move, or die in
different habitats. I have to
use evidence to support my
ideas.”

Doing Understanding Owning

(Crowe and Kennedy, 14)

Questions to ask myself

●What will my students learn?

●Why are my students learning this?
●How will my students demonstrate they
have learned it?

NOW YOU TRY

 Strategies
●Backwards planning
●Look at the learning progressions for
your standards
●Identify verbs, not content
●Ask student to remind you of learning
objective
●Google Slide reference
 Instruction

●The strategies students will use to learn the skills

determined in curriculum.
 What does it look like in practice?
“I am drawing a picture of a
molecule to show protons and
neutrons.”
Doing
“We use models to help us
understand and describe
things, especially things that
we can’t see, like simple
molecules and extended
structure. We are going to
“We are making models to
make models of them so we
show examples of simple
can understand and explain
molecules and extended
them better. Not only will I
structures. We will include
learn more from making my
protons and neutrons.”
models, but when I see
everyone else’s models, I
will understand even better.
My teacher suggests I use
this strategy in other
classes, like Math.”
Understanding Owning
(Crowe and Kennedy, 51)
 Questions to ask myself

●How will my students learn this?

●How will this strategy help my students
learn this?
●How will my students use this strategy in
the future and in different situations?
 Strategies
●Provide opportunities for meaningful
engagement using structured student-to-
student communication

LET’S TRY ONE OUT!

 Strategies (continued)
●Demonstrate talking out loud to solve a problem
●Routines!
●Modeling and having clear expectations, remind
●Having a visible timer
 Assessment

●Student’s ability to know when they are learning and

when they are struggling.
What does it look like in practice?
“I will fill out the exit ticket.”
Doing
“We are learning about
changes in the composition
of the nucleus of the atom
and the energy released
during the processes of
fission and fusion. It can get
“I will turn in my model that confusing at times, so we
shows changes in the are developing models that
composition of the nucleus demonstrate this. I have
of the atom. I think I did a discovered if I can’t see
good job.” something, then I have a
hard time remembering it.
My teacher says I am a
visual learner. With each
model, I refer back to my
notes to make sure my
information is accurate.”
Understanding Owning
(Crowe and Kennedy, 89)
Questions to ask myself

●How will my students know they have

learned this?
●How will my students know they are
progressing in their learning?
●What can my students do if they are
struggling?
 Strategies
●End every lesson and every unit with a reflection of
their learning.
●Model how and why we give feedback (specific)
●Have students keep you accountable
● Flexible grouping—have students self assess
Think about it…

●What does the word “climate” mean to you in

regards to a classroom? What images come to
mind?
 Climate

●Student-centered environment that accelerates

student learning
What does it look like in practice?
“We are learning about
weather. We gathered data
on each season. Once we
had the data we shared it
and looked for patterns. My
team helped me make sure
“Sometimes we get to work
“We have rules we have to my data was right. They
together. We are working on
follow so we don’t get in saw some patterns I didn’t
a weather chart. I’m the
trouble.” even see. I helped them,
timekeeper for the group.”
too. What we learn from
one season will help us with
others. We will work
together and give each
other ideas to help make
our data better.”

Doing Understanding Owning

(Crowe and Kennedy, 124)

Questions to ask myself

●What is the student’s role in class?

●How will my students support others in
their learning?
●How will my students take risks in their
learning?
 Strategies
● Recognize and support positive behavior
● Give specific encouragement
● Acknowledge the speaker: "two snaps and a clap"
● Determine mastery of objective at the beginning of class
● Develop team norms at the beginning of the year
○Posters for reference
NOW YOU TRY
●Reflect on your own students; what strategy or
strategies could you incorporate next week?
Questions, comments, or concerns?

●Please fill out Mr. Jude Oliva’s Google Forms Survey for
this presentation.