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I follow Angela Watson's blog, and a couple of years ago, she blogged some incredible ideas for just this topic. It's funny, because when I read it, the classroom it described at the beginning was mine!

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I found this article which mentions under number two that you can build ownership through building human voice. I very much enjoyed the ideas mentioned

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I use 3D GameLab for my learning management system, and it has increased student's need within themselves to do well, because they want to earn a badge in the gamelab and "Level Up" for their work.

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Have you thought of setting aside a number of minutes each day for "self-discovery"? Students need to have a sense of who they are, how they learn, what they want to learn and why. Kind-of ties in with social-emotional goals. Might help students wish to take ownership of their learning.

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I would like to second Justin's idea about choice and add a personal note. I try to build choice into every lesson/project. As a matter of fact, I assign a project every quarter where students get to research further ANY topic from the 9 weeks, and create whatever they like to show me what they know. I have a five and a half foot wooden replica guillotine, a lighted map of Napoleon's conquests, paintings, videos of "game shows" and "newscasts" etc. But the best part, they usually actually LOVE it and are motivated to do it because they get to pick :)

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I've seen quite a few students who come into the classroom already sure of their limitations and unwilling to take creative and educational risks. However, when in a classroom that has a strong support system, where the teacher models respect for all students and explicitly establishes that students will be respectful of one another, these students gradually gain the confidence to try new genres of books, pursue science fair projects they would have never attempted, or even just raise their hand to answer a question when before that would have terrified them. By establishing that no risk with be chastized or ridiculed, students can step outside of their shell to try new things. Likewise, students who may have felt singled out (or worse) because of race, creed, sexuality, or gender often need to know that you have their back before they are willing to risk anything.

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If you are unfamiliar with the idea of a "growth mindset" I really encourage you to read Carol Dweck's Mindset: the New Psychology of Success. https://www.amazon.com/Mindset-Psychology-Carol-S-Dweck/dp/0345472322/ref=sr_1_sc_1?ie=UTF8&qid=1506739997&sr=8-1-spell&keywords=growth+minndset It focuses on building ownership of one's goals and actions within a framework of unlimited potential and the embrace of mistakes in the name of learning from them.  When students see how much power they have over their future when they put their effort towards growth, rather than defending their current abilities, they take so much more ownership over their choices.  I also like this book, https://www.amazon.com/Mindset-Psychology-Carol-S-Dweck/dp/0345472322/ref=sr_1_sc_1?ie=UTF8&qid=1506739997&sr=8-1-spell&keywords=growth+minndset, because it does a lot of the work for you in implementing it in the classroom, but I still really recommend reading Dweck's book first to understand the theory.

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The book, Smart But Scattered, focuses on what they call "executive skills" which are what many people would call responsibility skills.  It breaks these skills down and shows how to teach them to kids depending on their ages and special needs statuses.  Often we assume kids are choosing to be messy or choosing not to complete tasks, but some kids really just need instruction on how to manage these necessary daily life tasks.
https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive/dp/1593854455/ref=sr_1_1?ie=UTF8&qid=1506739777&sr=8-1&keywords=smart+but+scattered

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Determine the background skills for the desired skills

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Determine the background skills for the desired skills

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If you want your students to do a long-term project and be able to plan ahead in order to determine what components they need to complete and when, then first figure out what background skills they need in order to be successful with the project. For example, they need to know how to use a calendar and a planner, they need to be aware of how long different tasks take, they need to be able to separate a larger project into smaller components and see what order those components need to happen in. Once you determine the background skills, you can teach them separately before expecting students to take ownership for the larger skill.

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For skills that you want your students to build but don't yet have, you can begin by building checklists or planners to help students see what they are responsible for and check in frequently to see that they are sticking to them. As the gain ability to do that, you transfer more of the responsibility to them for tasks that you are currently doing.

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Tech projects for revision opportunities

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Tech projects for revision opportunities

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Tech is great for drafting and re-drafting. Kids can use tech to record their learning (audio, video, text) and re-record as necessary until they feel comfortable with their response. Unlike the speed of a face to face interaction, when recording kids can have thinking/planning time as well as a chance to hear themselves speak. They can get practice speaking only to themselves to build confidence before another person hears them. When the end product is a recording, there is less pressure and stage fright.

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Invest time in letting kids get to know each other and you. Do learning activities that intertwine elements of kids' personalities so that they can learn about each other and find things in common. When kids feel comfortable with each other, they do not feel as much at risk to share/participate in later lessons.

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This tool is great for productivity, organization, and checklists. With an interface that looks like post-its, students can plan and track their goals using labels, colors, checkboxes, reminders, collaboration/sharing, and multimedia collection. For me, checking things off my lists gives me a sense of encouraging satisfaction and accomplishment.

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Show students the importance of the different steps in a process. It is not always about the end product, but all the learning that took place on the way.

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With students who are not confident it might be beneficial to give them a chance to correct their own work in a whole class review of the answers to a quiz or hw. They will see what mistakes they made and how they should improve without feeling nervous of being judged by a peer seeing their work.

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Creating a project whereas students all have different, specified jobs for a common purpose may help build unique skills. For instance, in a video production class, one student could be the camera operator, another could be the writer, and another could be the subject of the video. Such experience may lead them to research their part to play and collectively build a better production at an exponential rate.

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Building up your students to correct other students may take time, but it may show that you have built trust with them to grade their peers honestly. In doing so, students may have more confidence in their capabilities.

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To first exemplify a procedure, then work with a student, followed by having that student work by themselves on said problem, and ultimately work in groups for the problem-solving is one strategy to take ownership.

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Some students may possess a subject matter knowledge in a given area that goes beyond a teachers' understanding of said subject. For instance, one of my students plays the electric guitar and is more confident in that area than I may perhaps ever be. To connect their interests with an assignment may allow a student to apply their own context for interpreting and understanding a lesson's fundamental concept.

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Delivering tips and techniques on how to search for information on the internet is vital. Wikipedia is somewhat unreliable in the academic community, yet it does use footnotes with clickable links to the source of information. Those sources are often scholarly.

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Maybe your students are feeling held back because of their fixed mindsets? Try to celebrate mistakes in your classroom and use language that focus on the progress they've made, not mastery.

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Try doing a flipped lesson or hyperdoc so that students have something to refer back to when they put their learning into practice and have your support for questions that may arise.

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Having students collaborate would be crucial in helping students get to independence in the classroom. This would make it so students are not only asking you for answers, but instead problem solving with others.

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Having students be able to use choice will be important with building independence! Students love to feel in control with their learning, so I feel as though this site would be beneficial with guiding you. Link

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To help build confidence to ensure students are more independent, I feel as though having feedback written on assignments, or even short one on one meetings in regards to assignments, could help a student! Make sure to compliment on their strengths but of course give some constructive feedback.

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Having some type of modeling of behaviors would be beneficial for any age group. This could be some type of video clips played of modeling of behaviors and work completion, or even teacher demonstrations.

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I thinka great way for this would be to ensure students have a printed out checklist of some sort, where they can check off what they have completed so far in the class. This would be a sort of agenda that has each piece of the assignment at hand, chunked, so that a student can self monitor if they are on task and completing work.

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I think I mentioned this on somebody else's blog, but my favorite reflection tool is a Plus Minus Delta chart. Students ID what is working with their learning, what isn't working, and the changes they are going to make to fix the problems.

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Have students develop a PDSA for each unit. A quick search will show you many different ways you could implement it in your classroom. It's something that's used widely beyond the education field, as well. Here is one picture as an example:

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Have students quickly reflect on their learning by placing a sticker/magnet in a Consensogram chart. As the unit progresses, compare charts from the beginning to show students how much progress they have made. Some examples from Montgomery County Public Schools: http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools/consensogramexamples.shtm

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Montgomery County Public Schools - Baldrige Education Criteria for Performance Excellence

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Montgomery County Public Schools, Rockville, MD