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I'd like to try a choice board, so I created this one on organelles to use in my biology class.

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If students are given a choice, then they will be more engaged in the process.

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Darcy: I already do some of this, but listening to this video reminded me to do it more! It makes assignment more like a game, a logic puzzle, and therefor much more fun. If it's fun, it's good.

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I want to blend the "playlist" concept with "inductive teaching model" by giving a lot of different resources on a work we'll read then allowing students to form their conclusions around the resources

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I think if students are given a playlist that allows them to focus on a specific part of the work (history, production history, audience reception, etc) they will be more engaged because they can choose what area they have a personal stake or interest in

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My students seemed to like the choice board (there were no complaints, at least!) and seemed pretty focused on the activities, which is sometimes a challenge for some of my 9th graders. I coupled the choice board with a station activity earlier in the class, and something I liked about it was that it was less stress during class for me. Being able to float around and interact/help students as needed is another incentive for replacing direct instruction with other ways to present content!

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I also really like the idea of a choice board. My instinct would have me give choice in the texts read, but there are several ways of assessing singular skills, so why not create different versions of the assignment?

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I would also like the to try the choice board

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I think the impact is well worth the time to put things together. It is a more intentional curation technique

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I am willing to try using Choice Boards to empower my second graders. I think they could work well for reading strategies, vocabulary and thematic work, and brain breaks for fast finishers. I am also willing to try pre-recorded instructional videos for students to watch and review content at their own pace.

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I think the impact of using choice boards and pre-recorded instructional videos will be positive. Not only will differentiation be possible, but I will have more time to meet individually with students as needed. I hypothesize that these strategies will help ensure that students' individual needs are addressed, thus ensuring more successful learning outcomes.