Choices In Learning Presented by Phil Schlemmer Relevance
Patterns
Challenge
Emotional
Well-Being
Safety
Human Brain
Novelty
Feedback
Choice
What Choice Do I Have? How can I offer student-centered choices?
What do I
control?
By
Readiness
By
Learner Interest
Content
(Students get choice in
what they learn)
Process
(Students get choice in
how they learn)
Products
(Students get choice in
how they demonstrate
what they know and
can do)
By
Learner Profile
Tic-­Tac-­Toe Examples Choose Any 3 Tasks That Line Up Horizontally, Vertically, or Diagonally Mathematics
1. Think of at least two
different ways to solve
the problem, and
demonstrate how each
gives a correct answer.
2. Develop a complete,
step-by-step problem
solving procedure in
complete sentences.
3. Write a story
problem that shows
how the problem can
be put into practical
terms that may be seen
in everyday life.
4. Provide an example
of a real-world
application of the math
concepts used to solve
the problem.
5. Draw a picture or
diagram that clearly
illustrates a solution to
the problem.
6. Solve the problem,
then explain why the
solution is logical and
makes sense.
7. Paraphrase the
problem:
• "In other words ..."
• "Said another way ..."
• "What this means ..."
8. Create a new
problem that involves
the same concepts or
requires a similar
procedure to solve.
9. Identify the key math
terms that apply to the
problem and its
solution, and develop
definitions and
explanations.
Atoms and Molecules
1. Create drawings or
diagrams to illustrate
and explain the
differences and
similarities between
covalent and
electrovalent (ionic)
molecules
4. Explain what an
“orbital” is.
2. Explain what an
“isotope” is.
3. Write a report titled
“The Amazing Carbon
Atom.”
5. Describe what
happens when an acid
and a base are
combined.
6. Create drawings or
diagrams to illustrate
and explain why the
electrons in the outer
shell of an atom are
important.
7. Develop an
explanation of how the
periodic table is
organized and what
information it provides.
8. Produce a detailed
drawing of a nitrogen
atom. Label each part
and explain what
function it plays.
9. Explain what a
“compound” is.
Cubing Just as a cube has six sides, a cubing activity offers an opportunity for students to explore a topic or problem from six different perspectives. Each perspective is represented by a verb. Here are three sets of cubing verbs. You can use one of these or any combination of six active verbs: 1 – Describe
2 – Compare
3 – Associate
4 – Analyze
5 – Apply
6 – Argue for or Against
1 – Question
2 – Cartoon
3 – Satirize
4 – Rearrange
5 – Solve
6 – Evaluate
1 – Demonstrate
2 – Compose
3 – Construct
4 – Illustrate
5 – Predict
6 – Classify
Create six tasks, based on the verbs you have chosen. Have each student roll a die to determine which perspective he or she will be assigned. Offer a second chance to roll so that a decision has to be made: Do I accept the results of my first roll, or do I try for one of the other perspectives? No.
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Assignment Example 1 (based on the novel Hatchet by Gary Paulson)
Describe how Brian used the hatchet and what it meant to him.
Compare Brian’s first few days in the wilderness with his last few.
Associate Brian’s personal experience with basic human needs.
Analyze Brian’s thinking about “The Secret.”
Apply the phrase “There were this things to do” to something in your own life.
Argue for or against this statement: “What happened to Brian was good for him.”
No.
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Assignment Example 2 (mathematics problem solving)
Compare two different ways of solving the problem.
Illustrate the solution to the problem.
Write the solution to the problem in complete sentences.
Create a story problem and solution.
Present the solution to an audience.
Develop a lesson that could be given to younger students.
No.
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Assignment Example 3 (science focus on biomes)
Investigate a biome and describe it.
Compare two biomes.
Predict what would happen to a healthy biome if one component (plant or animal) were removed.
Illustrate a biome.
Develop a definition of “biomes.”
Compose a position paper on the importance of biomes.
Choice Board Choice boards offer a way for students to self-­‐select appropriate, meaningful assignments. They can be used in many ways. For example: A social studies teacher provides a two-­‐week window (ten class periods) for students to work on individualized or small group activities, all related to course content. Students choose activities from a choice board that has three rows: A, B, and C. Every row contains several activity options, each with a designated amount of completion time, from one to four class periods. Students must choose at least one activity from each row, and enough activities to add up to ten class periods. Each row represents a part of the curriculum (in the example below, Row A focuses on history, Row B focuses on geography, and Row C focuses on economics). 1 Class Period
2 Class Periods
3 Class Periods
4 Class Periods
Row A
History
Row B
Geography
Row C
Economics
Complete a data retrieval
chart for a person chosen
from a “historical figures”
list provided by your
teacher.
Construct a time line that
includes at least 10 events
from the period being
studied. Identify what you
think is the most
important event and
justify your decision.
Write an article about the
impact of a major
decision made in U.S.
history during the period
being studied. Use the
voice of a historian
(“write like a historian”).
Create a visual display
that represents and
describes the impact of an
important person, event,
institution, or invention
from the time period
being studied.
Locate a city or populated
area on a map and explain
why humans chose to live
there.
Construct a time line that
tracks the movement of a
specific group of people
from one geographic area
to another, and explain
why this movement
occurred.
Write an article about the
consequences of human
interactions with the
environment, and cite a
specific event from the
time period and/or region
being studied. Use the
voice of a geographer
(“write like a
geographer”).
Create a visual display
that identifies and
describes how and why
people, goods, services,
and information moved
within and between
regions in the U.S. during
the period being studied.
Complete a graphic
organizer that shows and
explains select economic
indicators and forms of
economic measurement.
Construct a time line that
shows the history of a
commodity, such as oil,
and graphically illustrates
the concept of supply and
demand.
Write an article about a
specific event in U.S.
history that shows how
supply and demand,
prices, incentives, and
profits determine what is
produced and distributed
in the American economy.
Use the voice of an
economist (“write like an
economist”).
Create a visual display
that shows the life and
accomplishments of a
successful entrepreneur
and illustrates the
importance of concepts
like business practices,
profits, and the
willingness to take risks.
Task Sheets Task sheets are often used in combination with other strategies, such as choice boards, cubing and tic-­‐
tac-­‐toe. They are valuable for ensuring student self-­‐direction after making choices about their learning. Students are more likely to be engaged, focused and productive if they clearly understand what they are supposed to do. Task sheets provide specific guidelines that students can follow independently or in small groups. Using well-­‐designed task sheets allows students to start work on an assignment immediately and frees the teacher up to answer questions, deal with problems, and monitor progress rather than spending valuable time explaining the assignment and telling students what to do. Students find this option on a choice board in English class: “Join a partner to compare and contrast Hatchet and Island of the Blue Dolphin. See Task Sheet #6.” Here is what Task Sheet #6 looks like: Task Sheet #6
For this task, one of you has read Hatchet and the other has read Island of the Blue Dolphin. Your task is to analyze the two novels
by completing the chart below. You will need more room than provided, so create a final chart electronically. For each question,
describe what is unique to the story of Hatchet, what is unique to the story of Island of the Blue Dolphin, and what is the same for
both stories. You may put your responses in a different form if you want, but show your idea to the teacher before beginning.
Question
Hatchet
Island of the Blue Dolphin
Same for Both Stories
What is the setting for the
story?
What is the plot of the story?
What are some traits of the
main character?
What key challenges does the
main character face?
What general theme or
universal truth can be found in
the story?
Students engaged in a project titled “Life on Planet X” find this option on a choice board in science class: “Investigate invertebrates and invent one that lives on Planet X. See Task Sheet #3.” Here is what Task Sheet #3 looks like: Life on Planet X: Task Sheet #3
Investigate Invertebrates
Choose a class of invertebrate animal to focus on and study. Invent an animal belonging to this class that can be found living in
one of the biomes found on Planet X. Here are the requirements:
Choose one of these four classes of invertebrate animals (insect, arachnid, mollusk, crustacean), and conduct research to discover
as much as possible about it. Find information about these areas:
• finding, eating, and digesting food
• breathing mechanism
• behavior
• circulation
• body structiure
• classification
• reproduction
• movement
After studying the class, create an imaginary version that has been discovered on Planet X. Use illustrations and written
explanations to describe the animal’s classification, body structure, systems, habitat, diet, and so forth. You may include special
adaptations. Finally, document a link between this animal and the first animal you invented for this project. For example, perhaps
one is a predator of the other, or maybe they compete with each other for the same food source.