Introduction

So far, we have explored how mastery and curiosity drive engagement and learning more than any worksheet or test can do. This week, I want to connect those ideas with a solution that brings it all together. Ownership is key. When students feel in control of what and how they learn, that is when the magic happens. Mastery starts with choice, not compliance.

I ran a family fun night using a simple LEGO kit for elementary students. We were building parade floats. I told them that there are two sets of wheels in the kit. Showed them what I was talking about and turned them loose.

Oh, how wrong I was. When all was said and done, these 1st graders showed me that indeed there were at least four different sets of wheels in the kit. It was at that moment that I realized once again just how often we underestimate what students can do when we let go.

They used their own imagination and creativity to think outside the box. Had I given them instructions or explicit directions, this creativity and problem solving would not have been shown. These kids were so excited to show me that I was wrong about the outcome. All because I turned the learning over to them. They ended up teaching me something.

They reminded me that true learning doesn’t always follow our plans.
So, I ask you: What if engagement isn’t about making lessons more exciting…but about letting students choose the adventure?

Why Ownership Matters

Choose your own adventure books were one of my favorites growing up in the late 1900s. You could follow whatever path that you wanted. Take the story where you want. It was always an adventure. Maybe that is part of the reason that I love student led learning.

Similarly, when students take control of their learning, they can take it wherever they want. In doing so, they become invested in their learning. They are active both emotionally and intellectually. They start to crave the knowledge or skill that they are trying to learn for the sake of learning it, not for a grade on it.

This ownership builds those durable skills (yes, I am bringing those up again). Things like resilience, responsibility, relevance, meaning, and so much more. In my opinion, these are some of the most important things that we can instill in our students today. These will support our students well after they leave our classroom

Universal Design for Learning (UDL)

This ownership of learning aligns with Universal Design for Learning (UDL). UDL is a framework that can help teachers design learning experiences for every student that work for every student. The underlying idea being that it is the environment, not the learner that is the barrier to success.

The core of UDL is the flexibility of how the students access and engage with content and show what they know. The goal being multiple means of engagement, representation and expression. UDL supports student choice and helps learners find their path to success.

For a deeper dive into Universal Design for Learning, visit CAST’s official UDL Guidelines at https://udlguidelines.cast.org. CAST is the organization that developed UDL and provides free, research-based tools and resources for educators.

Project-Based Learning (PBL)

PBL helps to build this ownership by giving the students meaningful problems to solve. The open-endedness of PBL allows students the freedom to choose the direction the project goes. Encouraging voice and choice in materials, design and solution.

PBL also requires the student to plan, revise and reflect, just like outside the classroom. It connects learning to real world problems. Answering the question, “When are we going to use this?” PBL is relevant and worthwhile. The teacher becomes more of a facilitator of learning with the students driving.

If you’re ready to dive deeper into Project-Based Learning and bring more ownership and engagement into your classroom, there are some fantastic resources to explore. Start with PBLWorks or Magnify Learning for research-based tools and planning guides. Also, keep a look out for PBL Future Labs.

Play in Learning

Underlying everything about ownership of learning is the concept of play in education. Play is the foundation on which student-led learning is built. Play encourages risk taking without fear of failure. Too often, students don’t take risks because there is a grade involved. Play gives the student space to explore and discover that traditional classrooms lack.

As we have discussed previously, fun, curiosity and challenge are built into play. Inviting learners to create and build rather than consume. This makes learning meaningful and relevant. They see their ideas come to life and succeed. Students become proud of the process and the struggle because they own it.

Myth vs Reality in Student-Led Learning

I know what you are thinking…. This sounds awesome and exciting in theory, but in practice? I’m not so sure. I understand the fear. Fear of losing control, lowering the rigor. It’s too messy, It’s too risky. I don’t have enough time.

Somewhere in between the ideal and the fear lies the truth. Most of the fears are based in myth, not what actually happens when students are trusted to own learning.

Myth	Reality
If I give students choice, they won’t choose to learn.	Students often rise to the challenge when the learning is relevant, meaningful, and theirs to own.
I’ll lose control of my classroom.	Structure still exists—just with flexibility. Student-led learning requires more intentional facilitation, not less.
Student-led means I do less as a teacher.	Teachers shift from deliverer of knowledge to designer of experiences and coach of thinking.
Not all kids can handle this.	All students can engage in ownership when given the right scaffolds, support, and time to grow.
Student-led learning is chaotic.	It can be messy—but it’s productive messiness filled with problem-solving, creativity, and real engagement.
There’s no rigor in letting students lead.	Ownership increases rigor—because students are thinking deeply, making decisions, and reflecting on their process.

3 Simple Ways to Give Students Ownership

Just like most changes I talk about, I ask you to start small. Teachers are doing some amazing things already. You have some awesome lessons and lesson plans that you might have been doing for years because they work.

Try one of these simple strategies and see what happens. This is the time of year to do that.

1. Learning Menus & Choice Boards
– Offer tiered options (Must Do / Could Do / Extension)
– Align choices to standards and interests
– Use for review, projects, or even daily work

2. Student-Designed Projects
– Let students propose how to demonstrate their learning
– Scaffold with a pitch form or proposal template
– Encourage interdisciplinary connections and real-world impact

3. Reflection & Goal Setting Routines
– Weekly check-ins: “What went well? What do I want to get better at?”
– Add reflection bricks to LEGO builds or writing journals
– Use AI chatbots or sticky notes for personalized prompts

Conclusion & Call to Action: Let Go to Let Them Grow

Shifting ownership to students isn’t about stepping back and hoping for the best—it’s about intentionally designing experiences where they can thrive, take risks, and feel proud of what they’ve created. Yes, it will be messy. Yes, it might feel uncomfortable at first. But on the other side of that discomfort is something powerful: students who are motivated, engaged, and confident in their learning journey.

So here’s the challenge: start small, but start now. Give your students one meaningful choice this week. Try a project with built-in flexibility. Let them reflect and make a plan. Watch what happens when you stop being the keeper of the learning and become the guide who hands them the map.

🎒 What will you turn over to your students this week?
✨ Let me know what you try—and what you learn. I’d love to hear your stories.