I have lived my life
As if in a lament
As if cemented in
A file folder
Of another’s devising
Or vision of the future
Much like the now
I can’t quite own

- Jeff Derksen, Transnational Muscle Cars

Ultimately, self-motivation comes from a sense of ownership over one’s work; if a student (or anyone) feels that they are doing something of worth then they will pursue it. Because youths develop at a different rate, some students have difficulty registering the more abstract reasons they might want to pursue a line of thinking or a subject; these more “concrete” students feel motivated to do their work (if they are motivated to do their work) because of the “prodding” of their teachers and parents (other stakeholders in the educational process) perhaps creating the perception that those other stakeholders “own” the ideas contained in the schoolwork. While this extrinsic motivation may “get the job done” as far as getting content across to students, it may not create the values and work ethic needed for students to become self-motivated learners.

How then do you teach the values students need to take ownership over their work? Is there a way to structure a hidden curriculum that would give students ownership over the work while still getting across required content? At Lord Beaverbrook last year, my partner teacher was very interested in project-based learning especially with students who did not work well within more traditional learning structures (ie. transmission model). This tactic worked particularly well with the group of students she taught, but how would something like this work with the grade 7’s I’m currently teaching, who need a greater structure to what they’re doing in order to get things done? What is the level of inquiry and play we can give students?

I'm starting poetry with my grade 7's. Here are some HAIKU I wrote for them:

i. 'dividing line on road + leaves hanging on trees'

The black road divides
below yellow leaves hanging.
Fall and cut the air.

ii. 'crane + leaves falling from branches'

A crane swings its arm.
Pale leaves tumble from steel hands.
Wind shakes branches loose.

iii. 'smokestacks in railyard + group of trees'

Near the Ogden shops
a group of trees stands fiercely,
stares down the smokestacks.

from the "infamous" poetry recipes lesson I've been working on:

GROUP ROLES IN THE KITCHEN

When you form a group to work on any type of project, it is helpful to define the roles each member of the group will take. For this project, I’d like each person to take on one (or two) of these roles. But remember, each group member is responsible for contributing to the ideas of the group in a meaningful way.

Lead Chef:

The Lead Chef is responsible for making sure that the meal gets prepared right and on time. Those people are hungry!!

In this project, the lead chef must ensure that the group is on task and finishes on time. However, the Lead Chef is not the boss and is not responsible for the entire project.

Mix Master:

The Mix Master is responsible for “stirring the pot” and making sure that everything mixes together in a tasty way.

In this project, the Mix Master must ask questions and push the group’s ideas forward to the best possible solution.

Oven Handler:

The Oven Handler is responsible for giving the meal a warm and rich environment for the meal so that it can reach its most flavourful.

In this project, the Oven Handler must make sure that the group dynamic is positive by settling disagreements and encouraging good comments.

Cook Booker:

The Cook Booker is responsible for making sure that the great recipes of the kitchen aren’t lost and can be shared by all.

In this project, the Cook Booker must record the group’s ideas toward a final and definitive poem recipe.

Table Busser:

The Table Busser is responsible for making sure that the meal is presented to the diner in the most appealing way.

In this project, the Table Busser must stand and deliver, telling the entire class how the group has come up with their recipe.