mapping the road

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

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%


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


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






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






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






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


Whole Class Units Define Provide a sample

Set goals as a class (narrowing)


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


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


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


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


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)


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


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






Contact Me

[email protected]

303-777-5870 ext. 334

http://www.myteacherpages.com/webpages/GBell/

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.

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