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For my 9th grade English class, I want to make two parallel pathways for our "Power and Identity" unit. One path is based on the novel Persepolis and the other uses a mix of podcasts and short articles on youth activism. Students can choose their path, but we’ll come together at the end for a seminar around the same essential questions. I'm still trying to figure out how to keep assessment consistent across the two paths, since one is a graphic novel and the other uses podcasts and articles.

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I’m trying out a Gantt chart for the first time, and honestly, I’m not totally sure I’m using it correctly. I wanted a way to visualize how students might move through my algebra unit, especially since I’m playing with some nonlinear elements like choice and pacing. My goal was to show overlap, like how students might start graphing while still finishing up equations, and where they might branch off into different tasks.

I’m not sure if I’ve used the “bars” in the right way, or if I’ve made it clear enough where student decisions actually happen. Is this helping clarify the flow of the unit, or does it look too structured?

Would love thoughts from anyone who’s used a Gantt chart or something similar in a classroom setting.

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For the Grade 6 English lesson, each student chooses one of the 7 characters from "Because of Mr Terupt" and describes the character's feelings, family life, worries and Mr Terupt's influence on this character. At the end we will discuss the different characters together.

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I'm thinking of redoing our Mid-Spring Semester through the end of the year Units in 9th-grade history to incorporate more choice and student ownership. This year we ended up doing a unit where we provided all the resources and pathways for students to answer central questions but in some ways it still felt too structured. I am wondering about other ways to set up units that are centered around key ideas or essential questions but involve more choice in showing what you know and how to form assessments so it is equitable. I'm sharing the assignment sheet from this year where we tried to give more choice to see if anyone has feedback on how to improve this.

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Unit 7: Fall of Western Rome/Rise of the Church Self-Guided Assignment

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I often use choice boards in class, especially since I work with EAL students who are at varying levels of English proficiency. However, I hadn’t considered using a choice board for feedback and collaboration until now. I really like the idea of offering students a few different options for receiving feedback and engaging with others. Some students prefer one-on-one conversations, while others thrive in group discussions, so this allows all students to choose what works best for them. My students are about to begin an individual research assignment, and I am planning to include feedback checkpoints where they can choose how they'd like to receive feedback on their work as well as in what format.

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Research essay parallel units for early college English comp class

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Research essay parallel units for early college English comp class

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I'm inspired by what I've learned about in this course as well as what others have posted here to try and incorporate parallel units into the research essay assignment in my early college English comp class that I teach at multiple area high schools, as I've found that while a linear approach with scaffolded assignments works for many students, the number of small assignments has overwhelmed a small number of students who freeze in the face of all the work. I'm thinking I may offer a condensed option, and have students choose which works best for them. For example, the linear choice would be to turn in a brainstorm, outline, first draft, tutor evidence, final draft as separate assignments. The nonlinear strategy might be to turn in a "bundle" that shows a single draft (with Google's version history providing development evidence) and an outline OR a brainstorm.

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Making it Make Sense: Social Psychology Responds

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Making it Make Sense: Social Psychology Responds

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I’m reimagining the assignment "Social Psychology Responds," a video or article where students analyze a contemporary issue (like the pandemic, a human rights crisis, or political polarization) applying social psychology concepts. Instead of treating this as a linear project, I’m imagining approaching it as a nonlinear storytelling and inquiry-based exploration, where students choose their own path through the material. Perhaps students start by building a concept map that links social psychology theories (like social identity theory, conformity, or moral disengagement) with events or cultural moments they feel drawn to. From there, they can explore various formats, whether it's a short video essay, digital collage, or Instagram-style slideshow, to tell the story of how social psychology can help us understand that event. I hope this strategy will give students more agency by letting them focus on what resonates most with them, clarify their understanding through real-world application, and increase engagement by allowing space for personal connection and creativity. I’m also thinking of experimenting with layering academic analysis alongside real media clips, interviews, or even meme analysis to keep it relevant and multimodal.

Feedback I’d love includes whether this direction feels meaningfully nonlinear, or if it still reads as loosely structured. I’d also appreciate thoughts on how to encourage depth and reflection in a way that doesn’t become overwhelming or overly academic, especially for students who might be more visual or creative.

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Gantt Chart for a two week Independent Physics Inquiry

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Gantt Chart for a two week Independent Physics Inquiry

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I have shared a time line with my students but I like the idea of a Gantt Chart and I can add more details later; so far I have a color coding e.g. red for the milestones - as they work through their inquiry and extended lab report. This is a journey which is meant to empower them - especially hone their critical thinking and evidence based analysis; it can be frustrating, the results are never "perfect" but it is the process that counts.

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Spanish Language and Culture - Research topics 

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Spanish Language and Culture - Research topics 

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I am exploring a unit I teach on Caribbean nations and specific social and political issues that affect certain historically marginalized groups. While students already have choice in their research topics, I would like to give them more guidance on how to develop their research questions as well as provide them with some solid foundational starting points so that they do not feel overwhelmed with where they can take their research.

I also am exploring changing the mediums in which they can present their research and conclusions -- something that may help them to be more creative (podcast, video interview, vlog series) or, if they prefer, an old-fashioned essay.

This shift will also include more one-on-one conferencing with students and a timeline of "must-haves" with dates as well as suggested enrichment.

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I redesigned the Building Your Own Robot unit to integrate Design Thinking, Systems Thinking, Computational Thinking, and UDL principles as project foundations. Each group had to design a robot that solved a real-world problem aligned with one or more SDGs, defining their own goals and project timeline toward the final presentation of their robot.

To support autonomy, students received a choice board with diverse learning resources (videos, websites, ebooks, etc.) and used a traffic-light spreadsheet system to self-assess progress through project phases and feedback checkpoints. They also had freedom in the format of their final presentation (pitch, video, poster, etc.).

This unit has become one of my favorites because it showcases student agency, creativity, and independent learning in action.

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I am considering giving students a choice in which class text to read in my Materials Science course, using a parallel units format.  It'll be challenging to plan out as we read the texts across the whole trimester, a bit at a time, and have scheduled discussions.  I'll look for exerpts in each that align and support and challenge each other so students have more to talk about in each discussion. 

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I am considering giving students a choice in which class text to read in my Materials Science course, using a parallel units format.  It'll be challenging to plan out as we read the texts across the whole trimester, a bit at a time, and have scheduled discussions.  I'll look for exerpts in each that align and support and challenge each other so students have more to talk about in each discussion. 

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In my Geometry class, students spend class time working in pairs on white boards on discovery-based or “experience first, formalize later”-style problem sets. Different groups move at different paces, so I think I need additional materials for early-finishers to either deepen or extend their learning. I’m wondering if the course could have a core set of learning experiences and then a range of options available for students to access in and out of the classroom. Additionally, I stopped assigning everyone the same specific tasks for homework and started giving them “homework opportunities” which is a directive to spend at least 30 minutes on Geometry-related needs. Suggestions include organizing notes, making study guides, revisiting problems from the day, practicing mechanical skills, getting extra help, working on puzzles or practice problems, etc. I like how it’s playing out this term and I want to build out those additional class materials I mentioned. I also think the “homework opportunities” needs more structure, particularly for younger students, and perhaps a reflective component can help.

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I teach IB DP History, and I am thinking there might be an opportunity to create choice with regards to the new Focused Study units for Paper 1. For example, one of the case studies that we must study is Feminism in the 1960s in the US. I could make source packets that look at the time period through different lenses but still cover the key events that must be addressed. So the students can choose their angle, but still interact with prescribed content. Stations could also be a good way to explore the content for this unit.