1 of 27

Creating Choice in

the Classroom

Dr. Virginia Duncan Kate Piland

2 of 27

Why Choice in the Classroom?

Personalized Learning (KS Can)
Multiple methods for demonstrating student learning of a skill
Building connections and student ownership to tasks
Engagement

3 of 27

Tips for Student Choice Learning Activities:

Focus on the skill not the activity itself (Grecian Urn-Cult of Pedagogy: Jennifer Gonzales)
Skill vs Content Knowledge
Maintain the same required time frame for each level so that students are not tempted to do shorter, easier tasks
Rubric criteria would remain the same for each level because tasks will be skill focused

4 of 27

Station Title:
Takeaways: Top 2 favorite things about this method of student choice.
Action Step: Which unit do you have coming up that you can use this strategy with?
Focus: What skill do you want to focus on?

5 of 27

Leveled Challenges

Providing tasks at different skill levels for students to complete at the level they are comfortable.

How this method offers choice:

6 of 27

Instructional Example

7 of 27

Instructional Example

Objective: Critique photographic work (including an analysis of technique, content, composition and the ability to convey message or tell a story).

Bronze: Low risk, use external resources, graphic organizers

Find art reviews/critiques of photography. Complete graphic organizer to compare arguments/evidence.

Silver: Low/medium risk, external resources, encourage personal reflections/reasoning

Critiquing Photos - 5 Tips; How to Properly Critique a Photograph; Guidelines for Critiquing; Critique famous artwork using examples/evidence for reasoning. (Link guidelines or template for students.)

Gold: Medium/high risk, using reasoning/reflection, higher thinking, classroom level/visible

Critique a peer’s work and have peer critique personal work. Complete a reflection to improve personal work based on critique. (Link rubric/guidelines for critiquing).

Platinum: High risk, personal creations with reasoning/reflections, higher thinking, public

Investigate different formats and platforms for sharing your photography. Select a format for sharing. Be intentional about choosing the right format for your work. Post your photography into world (social media, art contest, webpage/portfolio) along with written defense for creation. (Link guidelines of written defense for students.)

8 of 27

Resources

Blank card template

Instructional Example Card

9 of 27

**Notes**

Maintain the same required time frame for each level so that students are not tempted to do shorter, easier tasks.
Increase complexity and “risk” as the levels the move up.
Higher levels may offer more opportunity for personal expression and creative response.
Rubric criteria would remain the same for each level because tasks will be skill focused.

10 of 27

Video Reflections

Students may use any video tool and creation method for presenting content.

How this method offers choice:

11 of 27

Instructional Example

Objective: Students share summary of learning and reflection through student-produced video.

Creation Methods/Style Examples (not limited to):

Flipgrid - Self reflection using the notecard spiel, One Word summary with verbal explanation
Vlog - Routine video reflections during journey of learning
Screencast - Summary/Demonstration using device screen and verbal explanation
Video Recording - Create your own rap/song of a summary

12 of 27

Resources

Learning Summary Question Prompts

3-2-1 Reflection Graphic Organizer

Tool Options:

13 of 27

** Notes **

Creation tool and style is flexible based on student decision.
Choice is accommodated in how the information is shared and allows for student’s personal comfort level with presenting information.
Opportunity provided for development of metacognitive skills for students.
Lesson enhancement: set a minimum/maximum word limit in order to promote focus reflection and shared information.

14 of 27

Voting for Topics

Allows students to vote on the topic they most need.

Provides students with a range of topics to pick their top choices.

How this method offers choice:

15 of 27

Instructional Example

Objective: Literary Analysis Test Review

Topic Selections

Review Theme
Types of Characters
Symbolism
Elements of Plot
Foreshadowing
Point of View

16 of 27

Resources

Class voting tools:

Optional: Students use a self ranking tool prior to voting

Elementary Self Assessment Scale
Secondary Scale

17 of 27

** Notes **

Allows teacher to target what students feel are the major gaps in their learning/knowledge.

Variations:

Have students provide the questions/topics, then vote.
Grouped students are assigned to locate/research the particular topic to be summarized and shared with the class.

18 of 27

March Madness Brackets

Students present arguments on the topic/element that moves on within the bracket.

How this method offers choice:

19 of 27

Instructional Example

Objective: Students provide argumentation and evidence for claims.

Teacher selects base choices of the most influential/impactful figures during specific time periods.
Students create arguments for who should move forward in the bracket and must support their claims with evidence.
Students then vote for the figures that move forward.

20 of 27

Resources

Blank Template

Other Examples:

21 of 27

** Notes **

Students must learn to evaluate and determine importance/accuracy of arguments.
Excellent topic review as students must research their information and have a deep understanding in order to argue their choices.