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Tools for Implementing Student Choice
GAYLE BELLDenver Academy
Mapping the Road
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
How Do We Define Motivation?
We say kids aren’t motivated because they
aren’t motivated to do what we want them to
do (Brooks, 2009)
The real question:
How can we motivate students to learn?
When I asked my students…
Does Choice Make a Difference?
“Although differences in achievement are
rarely found when students are allowed to
choose method of learning, several of the
studies do suggest changes in affect” (Geis,
1976)
So, is there value in creating an environment
that is more enjoyable for students, even if it
does not produce significant changes in
achievement?
Student Responses
Does Choice Make a Difference?
“The educator assumes the obligation of bringing the
students to the point of maturation where the student
can make intelligent decisions about his own educational
career as well as his life thereafter” (Geis, 1976)
“Students should participate in both the analysis of their
problems and the evaluation of their performance…the
student should also take an active role in designing
lessons and choosing materials” (Lerner & Johns, 2009)
Overland High School Case Study: Data Collection
Pre- and post-surveys with quantitative and
qualitative questions
Observation notes
Levels of participation
Rate of preparedness
Amount of work completed
Regular exit tickets
Overland High School Case Study: Results
Positive increases in almost every comparable
category
Motivation to complete homework: up 70%
Motivation to participate: up 4.5%
Reading completion: up 16.5%
Connection to content: up 4%
Student reported grades: up 7%
Overland High School Case Study: Results
Overland High School Case Study: Results
66.5% enjoyed the class as much as or more
than other English classes
8 out of 9 respondents appreciated being
involved in the development of the curriculum
7 out of 9 said they enjoyed being a part of the
process
50% reported reading 100% or more of the
reading
35% reported reading 75% of the reading
Overland High School Case Study: Results
Needed little direction to stay on task
Brought their books to class
Completed in-class assignments
Students continued to give input: would like
more written work
Discussions are driven by a few key students
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
The Class Club (Hussey, 1952)
Regular activity that gave students choice in content,
assessment, and activities
Hussey found it successful and that the student work was
“in direct proportion to their sense of its being their own”
The teacher must be “responsive to children at their level,
sincerely interested in what interests them, receptive to
their ideas, not so intent upon teaching them as upon
letting them do their learning” (Hussey, 1952)
Carnegie-Mellon 1971 (Jones, 1971)
2 failed attempts
Very hands-off
“Just because the course is student directed,
doesn’t mean that there shouldn’t be an instructor
present” (Jones, 1971)
Jones’ conclusion: “in a student-directed course it
is the blind leading the blind” and students do not
want to think about the tasks that go into
teaching, much less do the work (Jones 1971)
Community-based Classroom (Geis, 1976)
Authentic versus arbitrary choice
“The development of community among students
in a class may be an essential move toward
breaking down the authoritarian classroom
structure most of us maintain” (Geis, 1976)
“One catalyst for developing such a community
can be exercised in group decision-making” (Geis,
1976)
Inquiry-based Learning (Edelson et al., 1999)
“Authentic activities provide learners with the
motivation to acquire new knowledge, a
perspective for incorporating new knowledge into
their existing knowledge, and an opportunity to
apply their knowledge” (Edelson et al., 1999)
However, the “nature of inquiry requires a higher
level of motivation on the part of the learners”
(Edelson et al., 1999)
Montessori Study (Rathunde & Csikszentmihalyi, 2005)
Montessori schools emphasize a “student’s self-
direction” and students are often involved in
making decisions about content and even the
planning of events such as field trips (Rathunde &
Csikszentmihalyi, 2005)
Collected data about student levels of motivation
and perception of importance in tradition middle
schools and in Montessori middle schools
Montessori students reported
Higher affect
Higher potency (feeling alert and energetic)
Higher intrinsic Motivation (enjoyment and interest)
40% of school work was intrinsically motivating and
important
Traditional school students reported
Higher salience (perceptions of importance for their
futures)
24% of school work was intrinsically motivating and
important
(Rathunde & Csikszentmihalyi, 2005)
Montessori Study (Rathunde & Csikszentmihalyi, 2005)
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
Noted Challenges
Arbitrary versus authentic choice
The balance between student-directed and
teacher involvement
Arbitrary vs. Authentic Choice
What you want to hear from your students:
Arbitrary vs. Authentic
Not authentic choice
Individualized instruction that is “prescribed by others” (Geis,
1976)
“Trivial” choices such as allowing “students to choose twelve
out of thirteen options or…a choice between two examinations
instead of presenting only one” (Geis, 1976)
Authentic Choice
Student are involved day 1 and throughout the course
Students help design the who, what, when, where, why, and how
Student choices are honored and not overridden
The Balance Between Teacher and Student
Students are not trained in curriculum design
and instructional tools
There must be structure and guidance
Accountability among the students
The teacher is still always the final say
Overland High School Case StudyConclusions & Implications
Consistent with Geis (1976): increased motivation,
no noteworthy change in achievement
Greatly important to provide a starting structure
for students
Seem to lose motivation if they feel unguided
Students can be expected to research, explore, and
gain new understandings through self-directed
avenues when given the proper framework
Listen to the Students
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
Agenda: Implementing Choice
1. Priming
2. Setting the Framework (UbD)
3. Monitoring & Redirecting
4. Reflecting & Adjusting
3 Main Types Explored
Individualized: each student may have their own specific plan with individualized goals, materials, assessments, etc.
Whole Class Units: entire class is studying the same unit at the same time with the same materials.
Scripted Curriculum: detailed lessons, activities, and assessments are standardized and pre-designed.
Priming: Build Community
Allow the first few days to be about building
class community and creating the layout of
the course
Small group activities
Star Power Activity (instructions attached)
Other team building, get-to-know-you, and
empathy activities
Priming
Starter Questions If this class was exactly what you needed to be
successful… Think of something you remember well, why do you
remember it? What is a great learning experience you have had?
(bad one?) What do you like about _____ class? What do you hope to get out of school?
Brainstorming Activities Course Description W/S Self-reflection Problem-solving game
Collaborate: Think-Pair-Share
Jot down a couple games, activities, questions you could use with your students to get them thinking about themselves as learners and designers of their own learning. (2 minutes)
Turn to someone near you and share some of your ideas. (2 minutes)
Does anyone have any great ideas to share out?
Set the framework
Define relevant terms
Provide a glimpse into the process of a
teacher
Give them a platform
Provide samples and model the process
Reiterate that you are seeking their input,
but you are also the “captain” and make the
final decisions
Provide Reasoning
Set the framework: UbD
Stage 1: Desired Results Broad Goal Enduring Understandings & Essential Questions Knowledge & Skills
Stage 2: Assessment Evidence Formal/Summative Informal/Formative
Stage 3: Learning Plan Units Weekly/Monthly Calendar Daily Routines
Stage 1 Definitions
Enduring Understandings: big idea that states what you hope to take away from the learning experience
Essential Questions: big idea questions to explore in the learning process; typically have many answers
Knowledge: what you want to KNOW (definition of metaphor)
Skills: what you want to be able to DO (effectively use metaphor in your writing)
Stage 1: Establishing Goals
Individualized Define Provide a sample
Allow them to create their own
Stage 1: Establishing Goals
Whole Class Units Define Provide a sample
Set goals as a class (narrowing)
Stage 1: Establishing Goals
Scripted Curriculum Define Outline the pre-determined goals
Provide reasoning/support for those goals
Every Step
Student Sample
Workshop
Take some time to lesson plan for Stage 1 in your classroom and consider:
What resources will you need?What resources can/should you provide to the
students?What do you need to create?What format will work best with your
classroom?
Stage 2 Definitions
Formal/Summative Assessments: end of unit, cumulative, shows the entirety of what you learned Essays Projects (give specific ideas) Tests
Informal/Formative: completed throughout, monitors progress Homework Worksheets Responses Practice problems Drafts
Stage 2 Template
Stage 2: Assessments
Individualized Define Provide completed samples Provide a list of ideas Allow them to create their own
Start broad: project, written, test Outline some specifics: Type of project? Type of
essay? Format of test? Develop a rubric May need to develop some over the course of the unit
Stage 2: Assessments
Whole Class Units Define Provide completed samples Provide a list of ideas Develop as a class (consider multiple
options) Start broad: project, written, test Outline some specifics: Type of project? Type of
essay? Format of test? Develop a rubric May need to develop some over the course of the unit
Stage 2: Assessments
Scripted Curriculum Define Outline required assessments (provide
reasoning) Provide completed samples Provide a list of ideas Brainstorm ideas for self-check of progress
How do you learn? How do you know when you have learned? What practice/activities help you
Student Sample
Workshop
Take some time to lesson plan for Stage 2 in your classroom and consider:
What student samples do you have?What types of samples can you create?Make a list of potential assessments you
could (or do) use.What activities will help your students make
decisions about assessment?
Stage 3 Elements
ContentOverview CalendarWeekly PlanDaily RoutinesResources
Overview Calendar
Weekly Plan
Daily Routines
1. Starter activity Journal Read Review problems Warm-up puzzle
2. Day’s main lesson/activity Formative assessment Exploration activity Content covered
3. Closer activity Reflection Assess/plan for tomorrow Homework in planner
Stage 3: Learning Plan
Individualized Provide Templates/examples Allow them to create their own
Conference, conference, conference! Get the main content figured out first & obtain it
Stage 3: Learning Plan
Whole Class Units Provide Templates/examples Facilitate class creation
Get the main content figured out first & obtain it Establish types of activities to use (group, hands-on,
lecture) Consider have stations (collaborative group,
individual work, teacher directed)
Stage 3: Learning Plan
Scripted Curriculum Explore the curriculum as a group Seek out ways to individualize it to the class
Can you adjust the order of activities in the class? Can you tailor activities to meet the needs of
different types of students/learners? Can you adjust the presentation of the content?
Student Sample
Workshop
Take some time to lesson plan for Stage 3 in your classroom and consider:
What is non-negotiable and why?What templates will be helpful for your
students?Make a calendar for the upcoming term with
any potential conflicts/interruptions marked.Do you need to break down steps/sections of
projects or content for the students?
Monitoring and Redirecting
Exit Slips
Debrief often
Build in opportunities for feedback
Discuss adjustments
Monitoring & Redirecting
Individualized Weekly Homework Check (30 point homework grade) Weekly Notebook Check (25 point participation grade) Weekly Progress Check/Reflection (25 point project
grade) Conference about these as needed Status of the class (daily)
Whole Class Units Daily check out sheet for independent workers
(closer?) Notebook Checks
Scripted Curriculum Self-evaluation of progress and learning style Continue brainstorming possible adjustments
Reflecting & Adjusting
This is for you, the teacherTake notes on progress you observeMake note of what works and what doesn’tSave student examples for future useAsk your students for feedbackSeek out resources Make adjustments to lesson plans as you go
Agenda
1. The Case for Choice
2. Models of Student Choice
3. Key Elements of Successful Choice
4. Implementing Choice in Your Classroom
5. Questions/Exit Slip
References
Brooks, Robert. Lecture. Denver Academy Symposium on Learning Difference and Unique Learning Profiles: Nurturing Resilient Children, Parents and Teachers. Denver, CO. 6 March 2009.
Edelson, D. C., Gordin, D. N., Pea, R. D. (1999). Addressing
the challenges of inquiry-based learning though technology and curriculum design. The Journal of Learning Sciences, 8(3/4), 391–450.
Geis, G. L. (1976). Student participation in instruction:
Student choice. The Journal of Higher Education, 47(3), 249–273.
Hussey, E. L. (1952). The class club. The English Journal, 41(7), 357–362.
Jones, G. H. (1971). Post mortem: Student-directed courses I and II. College English, 33(3), 284–293.
References
Lerner, J., & Johns, B. (2009). Learning disabilities and related mild disabilities. Boston, MA: Houghton Mifflin Harcout.
Rathnude, K., & Csikszentmihalyi, M. (2005). Middle school students’ motivation and quality of experience: A comparison of montessori and traditional school environments. American Journal of Education, 111(3), 341–371.
Stitzel, J. G. (1972). Comment on Granville H. Jones. College English, 34 (3), 461.
Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2006). Understanding by Design. Columbus, OH: Pearson Education, Inc.