Do you have students evaluate their own work in your classroom? What kind of learning does this produce?
As much as I would like to say my students always evaluate their own work, due to time constraints within my math curriculum, I find this difficult to do. In fact, it has been something I have on my list for next year to find a way to implement this into my daily math routine. My math students can evaluate their own work through regular self-assessment strategies such as goal-setting, reflection journals, rubrics, and error analysis. Student can be encouraged to explain their thinking, assess their problem-solving processes, and identify where they need support. This aligns with Couros’ emphasis on developing learners who are not just engaged but empowered and capable of driving their own growth (Couros, 2015).
This kind of self-evaluation fosters metacognitive learning, where students become more aware of how they learn, not just what they learn. It nurtures resilience, responsibility, and a growth mindset which are essential qualities for innovation. According to Couros, real learning is personal, meaningful, and driven by curiosity, not compliance (Ch. 5–6).
How do you create learning opportunities and experiences for students that focus on empowerment, as opposed to engagement?
To create learning experiences centered on empowerment rather than just engagement, I can shift from designing tasks that are procedural to ones that give them voice, choice, and opportunities for authentic application. In my math classroom, this means offering open-ended problems with multiple solution paths, encouraging students to design their own projects using math concepts, and giving them chances to teach or explain their thinking to peers. I want my students to see themselves not as passive recipients of knowledge but as capable, creative contributors with agency (Couros, 2015, Ch. 7).
Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. Dave Burgess Consulting.