🔅TABLE of CONTENTS
🔅TABLE of CONTENTS
We all love having choices. Imagine a world where you could only get vanilla ice cream. How boring! When you make a choice, you base your choice on what you like, what you don't like and your interests. In this module, we introduce the concept of choice boards. Student voice and choice do not need to only happen during a lesson; it can also be applied to assessment.Â
 At the end of this module, you will be able toÂ
understand what a choice board isÂ
how to create a choice board andÂ
how to implement a choice board resource in the classroom.
Our usual assessment method is a test or comprehension, or project. A learner might have a choice of topics, but the delivery method is the same. It is no wonder that we often get the same type of responses from learners - cookie-cutter outputs.Â
We must remember that not all students express or communicate their learning effectively in the same way. Providing learners with a project or performance task choice board allows them to select the project or task they want to work on to demonstrate their learning. This choice can translate into higher rates of completion and more robust finished products.
Explore the choice board below. Take note of the various options.Â
https://visionaryteaching.com/choice-boards-a-powerful-way-to-engage-assess-your-students/
Did you notice
the grid-like format
the type of activities that asks learners to use different skills
the use of technology andÂ
the creativity required?Â
In summary, choice boards typically consist of a grid or list with various teacher-approved activities or assignments, each focusing on different skills. Learners can select one or more tasks from the board based on their interests and preferences, which allows them to engage with the material in a way that suits them best. The idea is to offer enough variety so that every student might select an option that matches their strengths and interests.Â
When learners have some choice in demonstrating their knowledge, they are likely to be more motivated. Having a choice may also reduce fear and anxiety. For example, one student might love the opportunity to write and perform a song or speech that demonstrates what they have learned, while another student might prefer a less performance-based option, such as creating a PowerPoint presentation. With choice boards, learners can demonstrate their mastery of content in a way that connects with them.
When you use choice boards for assessment purposes, learners can choose tasks that align with their interests. It provides them autonomy and increases their feeling of ownership.Â
This process enables differentiation where the needs of individual learners are met, and they can express their knowledge and creativity uniquely. These opportunities help them to deepen their understanding and skills. When learners choose their assessment tasks, learners are more likely to be engaged and motivated.
You could use a few types of choice boards, but for the purpose of assessment, we will use a Tic-Tac-Toe version. Creating a choice board is not just about putting different activities on paper, careful thought needs to be given to not only the activities but also the process.Â
Explore this Tic-Tac-Toe assessment choice board, created by Kasey Bell, for a novel study. What do you notice about the choice board?
The noticeable aspects of the choice board are
the format is a grid,
the grid is numbered and divided into two sections, each in a different colour,
the centre block is white,
there is a variety of submissions to choose from - an interview, trading cards, a diary entry, timeline, soundtrack etc.,
the centre block is a compulsory part of the project. After that, the learners need to choose one from the blue section and one from the yellow section. Your activities can be grouped so learners cannot just opt for the easy task.
instructions must be explicit, especially about the process.
Now that you have the framework explore this adapted assessment choice board. Click on the image.
Share your thoughts on the case study choice board. Which elements were unusual, which elements struck you as useful and necessary, and where could elements be improved?
INSTRUCTIONS
Once you have organised your ideas, share them on our course Padlet.Â
Click on the plus underneath the section heading "2. My thoughts about the choice board case study."
Please add your name to your post.
You can add multimedia to your post.
Engage with the posts of other participants. You can like them and/or add comments.
Click on the green circle with the plus sign in the image below to create your post.Â
(This tool is embedded, which allows you to engage with it directly from this site)
While exploring the case study document, Nog iemand vir pynappel op pizza? you would have noticed that the teacher used the mandatory block as Phase 1 of the project, whereas Phase 2 consisted of coloured sections, the elective choices. There are a set of clear instructions, particularly instruction 12. This instruction follows the principle of "I've not yet mastered the task yet" and is based once the teacher has provided feedback (which must be detailed and aligned with the rubric). Visual design aspects are also covered, a useful skill for all learners, especially when they step out into the working world. Lastly, the rubric is succinct and clear and indicates the critical aspects of task success.Â
Here are six steps to take into consideration when designing your choice board.
adapted from Kasey Bell's Six Steps to create a Choice Board https://drive.google.com/file/d/1hhEy8Yql5wCm4u4fM6m2pqLqZsLFDflh/view?usp=sharingÂ
When designing a rubric, select your criteria carefully. Consider these aspects
Content - How well does the submission demonstrate that a learner learned the content? You might be looking to use key vocabulary or integrate particular concepts.
Accuracy - Does the submission reflect a correct understanding of the content?
Completeness - Is the submission thoroughly portraying what was learned in a given academic unit? Were all requirements for the project met?
Creativity - You may choose to reward learners who put a creative spin on a project or who seem to step out of their comfort zone during the course of the project.
It is time for a formal assessment (according to the assessment programme). During your Gr 10 Geography, you discuss the term project. You discuss the topics, instructions and due date, and they go to work on the project. In most instances, the "how" is prescribed. The result? Submissions may contain various topics, but the delivery mechanism is the same. It is a one-size fits all.Â
Learners may complain that the project is boring or demonstrate a lack of creativity, yet some learners prefer the restrictiveness of the parameters. They know exactly what to do, when and how. Are we developing creativity and critical thinking? How will learners in the workplace cope with receiving a new project with limited or no instruction?Â
https://www.huffpost.com/entry/enough-with-the-school-projects_b_59315d8ce4b0649fff211809
Change is coming! You intend to change your instructional approach and shift your classroom culture. Change needs careful implementation. With many options available, learners might feel overwhelmed or opt for the easiest task. The first time you use a choice board, you might feel like you are losing control, but hang in there; you also need to change, and with each implementation, you will see what works and doesn't.Â
Here are some helpful hints when implementing a choice board for the first time:
Work through each of the activities in depth with the learners. Do not assume all learners know, for example, what a book cover is. Take each activity and put up examples of the output.Â
Discuss with the class the characteristics of each activity. What makes this poster better than the other poster? Learners will need to use their knowledge about AIDA (Attention-Interest-Desire-Action) taught in language classes. You could also put a good example next to a bad example.
Learners will need to do further research. Discuss this topic in class.
Once you have settled on the use of choice boards, why not use the above discussion to develop a rubric jointly with your learners?
Remember to discuss the rubric with the learners. We assume learners read rubrics, but they don't. The purpose of a rubric is not for teachers to grade but to communicate expectations.
Taking the context of your learners into account, adapt how technological tools will be used. Always provide the option of low-tech, for example, hand-drawn.Â
Do check-ins. Guide learners throughout the project weeks. Provide feedback throughout the process. Encourage creativity!
Lastly, as a reflective teacher, take note of what worked or didn't, what learners asked and what you need to add or take out. You can then amend your process for next time.
Are you ready to introduce choice boards into your classroom? Isn't it exciting to develop your learners' creativity and assess for learning? The last component of our course is for you to apply your knowledge and show your mastery thereof.Â