This year, I made a concerted effort to center academic choice in my classroom, and it proved to be a powerful way to engage students, foster independence, and promote deeper learning. By giving students ownership over their learning, I noticed increased motivation, creativity, and collaboration.
Throughout the year, I implemented academic choice across multiple dimensions. Students were frequently given the opportunity to choose their topics of study within the broader curriculum framework. This allowed them to connect personally with the material, leading to more meaningful engagement. Whether exploring science concepts, historical events, or thematic literature, students selected subjects that resonated with their interests and curiosity.
In addition to choosing what to learn, students also had agency in how they conducted their research. I provided flexible guidelines that encouraged them to use a range of resources, from books and Chromebooks to interviews and multimedia tools. They learned to evaluate sources, ask deeper questions, and synthesize information in ways that were authentic to them.
Collaboration was another important element of academic choice. Students were often allowed to decide whether to work independently, in pairs, or in small groups. This flexibility helped accommodate different learning styles and comfort levels, and it encouraged students to build essential communication and teamwork skills. It was especially rewarding to see how students naturally gravitated toward peers with complementary strengths and learned to navigate group dynamics with increasing maturity.
One of the most successful tools I used to support academic choice was the creation of studio menus. I developed multiple menus throughout the year, tailored to different units and topics. These menus offered a wide variety of project options that spanned different modalities—visual arts, building and engineering, digital presentations, written work, and more. Students could choose from activities like painting, building prototypes in the maker space, filming videos, or designing slideshows using their Chromebooks. This approach ensured that all learners had access to modes of expression that matched their strengths while also encouraging them to try new formats.
Presentations were equally varied and student-driven. Learners chose how they wanted to showcase their understanding—some created interactive exhibits, others led class discussions, and several chose multimedia performances. These presentations were a celebration of both content mastery and creative expression.
Overall, integrating academic choice transformed my classroom into a dynamic, student-centered environment. It allowed students to take ownership of their learning, express themselves in diverse ways, and develop skills that will serve them well beyond the classroom. I look forward to building on this foundation in the years to come, continuing to refine and expand the ways I offer meaningful choices to my students.
WHAT I LEARNED
This year, my teaching has undergone a meaningful transformation through the intentional and deliberate use of academic choice. Integrating student agency into the fabric of my classroom—not just as an occasional strategy, but as a consistent practice—has fundamentally reshaped how I plan, teach, and engage with students. It has also shifted the classroom culture toward one where every student has a path to ownership, success, and pride in their learning.
One of the most impactful shifts has been my use of multi-modal approaches to learning within the Studios. By designing tasks that offer various entry points—visual, kinesthetic, digital, verbal, and more—I’ve ensured that every student can find a “way in.” This intentional use of modalities isn't just about differentiation; it’s about empowerment. Students are no longer passive recipients of knowledge. They are builders, creators, researchers, and presenters who feel seen and valued for their individual strengths.
Purposeful academic choice has made me rethink how I prepare for instruction. I now plan with flexibility at the core—anticipating multiple paths rather than a single route. I curate materials and structure experiences that allow students to make meaningful decisions: about how they learn, what tools they use, how they demonstrate understanding, and even how they collaborate. This requires more front-end planning and deeper reflection on my part, but the payoff is undeniable.
Now I also introduce content differently. Instead of delivering everything in a traditional format, I’ve shifted toward launching learning with open-ended questions, challenges, or thematic invitations. From there, students navigate their own learning journeys—with support and structure—but also with real decision-making power.
What’s been most rewarding is seeing how this approach changes students—not just academically, but emotionally. I’ve seen students who used to hang back now fully engaged in building projects, leading group work, or sharing digital presentations they crafted with pride. I’ve watched learners light up as they discover new strengths, take risks, and feel proud of the work they’ve produced—sometimes for the first time. That sense of accomplishment, of being in charge of their own learning, has created a new energy in the room. It’s authentic, joyful, and deeply motivating.
By implementing studios, I offered students multiple pathways to engage with the content—whether through writing, art, performance, or technology. This flexibility not only honored their individual strengths and interests but also sparked genuine enthusiasm and deeper engagement. I saw students take more initiative, show pride in their work, and persist through challenges, all because they felt their voices and preferences were valued in the learning process.
I’m incredibly grateful to the district-wide ELA Collegial Research Group for introducing this method. It has truly been the best new thing I tried this year. The support and collaboration from this group gave me the confidence to step outside my comfort zone and create a more student-centered classroom.
In all, academic choice has transformed the way my students engage with learning. It has helped foster independence, creativity, and a stronger classroom community where every student’s ideas matter. Purposeful academic choice has not only deepened student learning—it has deepened my practice. It’s taught me to listen more, to trust students more, and to embrace the beautiful complexity of a classroom that values voice, choice, and multiple ways of knowing. I can’t imagine teaching any other way now.
In terms of next steps, I also want to think more about my purpose for having the students write reflections. I have been using The Pedagogy of Play as a resource this year and they ask, "What kind- and whose- learning do you want to support by asking students to reflect?"
Giving students structured opportunities to talk about how they felt while creating their projects, and how they experienced sharing their final products, opened the door to rich conversations about self-awareness, effort, and growth. These reflective moments have helped students see themselves not just as learners, but as creators and contributors.
In class I have been using a See, Think, Wonder Routine for the students to reflect and provide feedback to one another and this has been really great. I am trying to figure out a more exciting way for the kids to reflect on their own work. I also hadn't really considered if I was intentionally asking for feedback on the process and how they felt about it or how it enhanced or added to their learning . So, I asked them a few simple questions that really led to some deeper thinking about themselves and how they learn best.
Did you push yourself outside of your comfort zone in this Studio?
How was this playing to learn?
What was your conversation with peers about? How did it feel having these talks?
How did Choice play a role in this assignment?
What can I do to keep the learning exciting for all of you?
One additional insight I gained is the importance of student reflection—not just on the content, but on the process itself.
This year has marked a significant shift in both my teaching practice and my relationship with the curriculum and my students. One of the most profound changes has been recognizing the power of student agency in the classroom. By giving students meaningful opportunities to make their own choices and showing them that I trust their judgment, I witnessed a remarkable transformation—not only in their engagement but in the depth of their thinking. Students rose to the occasion when given purposeful choice, and I was continually inspired by how far they were willing to push their own thinking when they had space to reflect on their experiences.
This shift also deepened my own understanding of the curriculum. I have taken a more intentional and thorough approach to exploring all areas of the curriculum, moving beyond surface-level coverage to truly engage with the why behind each expectation. What has become clear is that effective differentiation isn’t just about meeting students where they are academically; it’s about meeting them where they are as people—honoring their preferences, passions, and wonderings.
This lens has transformed how I plan, how I assess, and how I view student growth. I no longer see the curriculum as a checklist, but as a flexible framework that can be personalized in meaningful ways to empower learners. This will forever change how I teach. I now approach each learning opportunity with the belief that when students are trusted, seen, and heard, they can exceed all expectations—mine and their own.