When thinking about "empowering students to drive their learning," I think it's crucial to include their voice. Sometimes, educators can get deep into data and think they know what's best for students, but we forget that students know themselves best. With the right guidance and support, students can understand their mastery and needs, building the advocacy skills they need to drive their success.
At Roots Elementary in Denver, Colorado, Habits of Success teachers work with students to help them determine what their learning schedules should look like. Given the age of the students, this is a highly structured process, but students are able to provide feedback about what types of learning activities and resources they like and don’t like. Even though some activities that students don’t like can’t be eliminated, modifications can still be made. For example, a teacher might select an activity they know a student is really good at to occur right after one they struggle in, to make sure the student maintains confidence in their learning ability.
Grade Level: Any (this example is particularly with elementary students)
*Note that, as students develop stronger self-regulation, awareness, and advocacy skills (often with age), they can take more and more control over creating their learning plan.
Content Area: Any