A
major component if differentiated instruction is the idea of choice. By
providing students with choice about how they want to connect with the
content and demonstrate they have met your stated objectives, you are
develop a sense of intrinsic motivation. However, is there a limit as to
how much choice you can give students? What if your students have never
had this much freedom, how do you introduce them to this approach? What
are different ideas you can offer students choices that still allow you
to direct their learning?
After carefully thinking about this I decided to do a little more probing. I discovered a few very good articles on this very topic. One article was "Crafting Effective Choices to Motivate Students" by Kevin Perks (Adolescent Literacy in Perspective). I have always felt that giving a child choices helps them to feel empowered or involved in the actual learning process. Perks describes how giving effective choices allows students to have a sense of control, purpose and competence. All of these help to motivate students in their learning process. He also states, and I agree, that choices have to be managed so that they do not have an adverse effect. I give my children at home choices all the time, but I do so by offering several appropriate choices then they may choose from those or offer a choice that I may or may not approve of. I think by doing this allows for me to still have "control" of certain situations but at the same time giving my kids a "sense" of control. Giving choices is nothing new I think as parents we do this more often than we think. As educators we need to strive to do this more rather than always just telling students what to do. For those students who have never had this much freedom I would offer a few choices to them and for them to understand that it is ok to make a choice on their own. Some of the choices I may offer during a given lesson may be for students to choose where to complete their work (on the floor, at the back of the room,etc.). Another choice I may give is how might each student or group come to an answer. Also having the student choose a specific area to study within the unit being taught (research paper, oral presentation, etc.). Overall, I feel that by limiting students choices is the key!
ReplyDeleteKristy Estes
Two other note worthy articles I found were:
**"Providing Choice-A Risk Worth Taking for Teachers and Students" by Amy Bradley and Michael Alcock.
**"When You Give Me a Choice, You Give Me a Chance" by Joleata Tidwell-Howell.
I agree that offering choice is a major component of differentiated instruction and also an effective strategy to increase student motivation and engagement. Choices can be made in the task itself, the presentation of the learning, whom students work with (independent/group), or even things such as where students will complete the task. I do think there is such thing as “too much” choice. It is especially important the younger the students are and the earlier in the school year it is, we find appropriate ways to offer choice and use it in the classroom. If students have never been offered many choices of tasks or assignments, and are suddenly given many, some students are unable to effectively choose a task that is appropriate for them.
ReplyDeleteIn offering choice, we must first teach students how to choose which activity is the best fit for them. An integral part of differentiation is that students are working on tasks that are “just right” —they are being challenged but not overwhelmed by the activity. We can do this by offering minimal choices in the beginning, and explaining expectations for each option. I try to let students choose on their own, and then if I feel that they are not working on an appropriate task for their academic level, I encourage them to choose a different task by providing reasons why I think the other task is a better fit, or why they may enjoy it more (it may also help to refer to past assignments they have done and remind them of their success in those assignments). This can oftentimes be difficult to manage in project-based learning because students want to work with certain peers who may be better suited to work on a different task; however, I think if you build good rapport with students early on and encourage collaboration among all students, then the student who needs to be redirected will have a better attitude about participating in a different task. If students are working on a task/in a group where they feel they can be successful and contribute in a valuable way, they are more likely to be motivated and engaged to see it through.
After reading Kristy’s response, I also read the article by Kevin Perks. I strongly agree that the idea of “control” for the teacher and student are important in giving choice. When students have choice, they feel like they have a voice in their work and can contribute how they think they work/learn best.
I like how you are suggesting that we ease students into choice, setting them up for success- almost teaching them how to make choices that are appropriate for them. It's true-choice is very beneficial in the classroom, but our responsibility to facilitate learning still remains.
DeleteI am a firm believer in giving students choices in the classroom. However, I do believe that those choices should be limited, and they need to meet the learning goals that have been set forth. Providing a student with too many choices can be problematic. For students who are not used to having the option of choice the process could become overwhelming (and therefore counter-productive). Students should be gradually given the responsibility for making choices in their learning process.
ReplyDeleteProviding students with some choices allows them to take ownership of their learning. It will also promote healthier attitudes in the classroom. I know from personal experience that I am happier in a class that allows me to make some of my own decisions verses a class that I do not.
I agree that we also must monitor students and make sure that they are making choices that reflect their needs. I liked the idea of the Totally 10 in the reading this week. It allowed students to choose lower level assignments, but limited the number that could be completed in that category. It required students to utilize higher level thinking skills, but did not completely remove choice in order to do so.
These are all great responses - there is a lot of promise for this summer. I too struggle with choice even at the graduate level. I find that I am scared to offer too much choice and tend to design assignments with few choices in how my students demonstrate their learned knowledge. This is a goal I am setting for myself this coming year - to build more choice into my college courses. Any suggestions?
ReplyDeleteI think you have done a great job with giving your graduate students choice in the class. Last semester you gave us projects and assignments that gave us a choice. It was challenging for us to not have step by step instructions and guidelines on what you wanted our projects to look like,but gave us the opportunity to step out of the box and respond to the project or assignment in our own way.
DeleteGiving students choices is a component of differentiated instruction. However, I think you should limit the amount of choices you give students to begin with. Giving too many choices at first can be overwhelming and cause discipline problems among the students.
ReplyDeleteIn my classroom, I teach my students how to make choices that fit their ability. In doing this, it gets the students engaged in learning and discipline becomes minimal. In order for this to be successful, I monitor my students by observing them, using formative assessments, and walking around the classroom. As the year proceeds and students become more familiar with how the process works the choices given are increased.
I also think that giving students choice is important in the classroom, but some of those choices should be limited. The choices should also be designed to meet the learning goals of the student/classroom. A student with too many choices could cause a problem, and for some students, having choices could be overwhelming. For students who are not used to having the option of choice the process could become overwhelming.
ReplyDeleteI think a benefit of allowing the students to make choices is that it allows them to take ownership of their learning. Students will be happier making their own decisions and choices because they will see how they affect their learning. Students will have a better attitude about learning and about school. As teachers we must monitor the students so they are making smart choices.