What Do Students Need? Choices

What Do Students Need?ChoicesChapter 7 Heacox

Pathways PlansInstructional LoopingFirst Step: Pre-assessmentHow are they created

Example of a Curriculum Pathway Plan for Number Theory for Grade 5 squaring numbersIdentifying factorsIdentifying multiplesIdentifying divisibilityConstructing rectangular arraysCreate a mind map that will help someone remember the number theory.Develop a die or spinner game using prime/composite or even/odd numbers.Design your own project using number theory. See me first.

Managing Pathway PlansEither your or the student must keep track of whether or not the skill is mastered.Students move as necessary to master each skill and/or move on to challenging alternatives.Students are responsible for their keeping up with their daily work.Those who loop out should be encouraged to complete complex projects.When you move into presentation of new content be sure those who looped out rejoin the class.

Have all projects materials available at workstations for students.Students may need to be given a folder or some other organizational item to help them organize work.Students turn in all material to be graded. Project grades may need to be counted differently.Since some students may not loop out of any skills sessions, all students may need to occasionally be given the opportunity to chose a project.

Project MenusProject menus are a list of assignments that can be used for many different purposes in a classroom.Some activities are basic and others are more advanced and challenging to the students.May be used as projects for a curricular unit, warm-up activities, cool-down activities, alternative pathway plans once a student loops out, or as a list of assignments students choose from during a particular time in a unitShould be graded using rubrics that the student has access toYou may choose to code your projects in some way to guide them toward particular activities that you want them to complete. (Dont tell them how they are coded and why!) Some students may need to be told which are best for them to complete.

Challenge CentersProvides with tiered assignments and encourages them to work independentlyUses the concept of learning centers or stationsMay be used a part of your unit, alternative assignments for those who loop out, warm-ups, and cool-downs

Challenge Center GuidelinesIt must focus on specific learning outcomes.Since they are for all students, think about the level and complexity of the challenge.Use a variety of materials to respond to a wide variety of student abilities and interests.Determine which activities should individual assignments and which are for the groupInclude short-term and multiple sessions projectsGive step-by-step procedures on work cardsDesign an evalulation checklist for the projectsProvide all needed materials and/or resourcesProvide students with a worklogGive examples, samples, or modelsOrganize workcards, checklists, and all materials so students can work alone

Spin-OffsProjects determined by student interestsMay be done independently, with a partner or in groupsYou provide a general topic related to the unit (or part of the unit) then let the students use their imaginationYou decide how much (or how little) direction you want to give the studentMay be teacher-directed (teacher requires a certain content or key idea) or student-directed (student chooses their on topic, content, and product)

Guidelines for Spin-OffsThe students are allowed to make many decisions in response to their interests.It is best to provide class time to work on these projects instead of at home.You may have to help the student narrow down to project.Give them a format for recording resources.Provide a worklogProvide an evaluation checklistMay be best to have student reflect on their project to see what was learned