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For my choice board, I would use it as a bingo card and play a game of body systems bingo. I would have the cards with 9 body systems, and I would read out a scenario that describes the interactions of 2 or more body systems. The kids would then put stars on the body systems that are interacting and the first to fill out the whole card would be my winner.

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When discussing the topic of immigrants during the industrial revolution, my team and I used a choice board that had the students choose between a Reading/ Venn Diagram or Create a sensory figure for an immigrant group of their choosing. Students were tasked with comparing Chinese, Irish and German Immigrants similarities and differences using online reading or creating an image of the immigrants as what they see, hear, and feel in America. Students who were excelled at reading chose the Venn Diagram and my artists chose the sensory figure.

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I would use a choice board as a bingo card to have students discuss about ways to improve physical fitness. Students would fill out their cards by describing fitness techniques.

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I would use a choice board as a bingo card to have students discuss about ways to improve physical fitness. Students would fill out their cards by describing fitness techniques.

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I would use the orbital model and have GT students not only writing measures of music, but next adding both dynamics and time signatures to take their piece to the next level.

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As someone who teaches ELAR and Math Resource, my choice board could be a bingo card for vocabulary for both Math or ELAR. The students would be able to play the game and then create their own version of the game.

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I think I would use the choice boards and learning menus as a bingo card as previously mentioned. Each time they completed one activity, they would 'scratch' it off and then if they got bingo they could get a price or something.

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I would use a bingo card style of choice board to give students choices as they read for enjoyment and complete reading activities. Choices would include: read independently, read with a partner, listen to an audiobook, read an ebook independently or with a partner, complete a book report, create a book recommendation, create a video summary.

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I will give my students 2 or more options to accomplish the same goal or standard. They may choose whether to show their understanding through writing or drawing.

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Weather Unit Choice Board

CreateExploreExplainDesign a weather-themed comic strip showing different types of weather.Use a weather app to track local weather for 3 days and write a summary.Teach a mini-lesson to a peer about how clouds form.Build a 3D model of a weather system using clay or recycled materials.Research extreme weather events and present your findings.Write a short story that takes place during a weather event.Make a weather forecast video using props or digital tools.Compare weather in two different cities and graph the differences.Create a poster explaining the water cycle.

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I would chose a learning menu.

For the appetizer students can define 10 vocabulary words from the book and use each in a sentence.

Create a timeline of major events from the story.

Write a short summary of each chapter.

For the main course students can:

Write a letter to a character in the book.

Record a podcast discussing the book’s themes.

For the dessert students can:

Create a playlist of 5 songs that represent characters or events and explain your choices

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Students could demonstrate their understanding of a character by placing he character in a made up scene through:

Acting it out

Drawing a cartoon strip

Writing a skit

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Choice boards allow all students voice and choice for showing what they know and have learned.

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In my class, students have assignment menus that allow them to choose the type of mastery they will achieve. All assignments require the same skill sets associated with storytelling, but they are achieved in different ways. Some take photos and write captions, some conduct interviews with one person, some conduct shorter interviews with more students. Students feel in control of their storytelling.

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In my class, I would use a embedded choice. Here, students will be working on the same assignment/project, but they will have a menu of options for how they present their final product. Whether it be with an alternative media, a presentation, an animation, etc.

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Objective: Students will demonstrate comprehension and creativity through a variety of activities based on a fiction book they’ve read.

Draw ItDraw your favorite scene from the story.Write a new ending for the book.Act out a scene with a partner.Make a diorama of the setting.Design a new book cover

Write It Write a letter to a character.Pretend you're the main character and tell the story.

Act It Create a comic strip of the plot.

Create It.Illustrate the problem and solution.Write a summary in your own words.Make a puppet show of the story.Build a timeline of events.

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Math-Nadia Roldan

I am a math intervention teacher. Talking It Out is a strategy we use in the classroom to help students internalize learning and explain their thinking. I would have a choice board about different ways students can Talk It Out, for example explaining it in writing, face to face, or recording it screencastify. I can do have similar options for other strategies we use.

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I would have students create a new character for one of the Amplify stories or create a comic strip of the beginning of the story since they are a bit complex to read. This will help them relate and comprehend what they are reading.

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I like the idea of Bingo cards as a way to check off what they already know or completed an activity.

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Choose one activity from each column over the course of the week.

You may work independently or with a partner (if appropriate).

Use your creativity and show what you know in your own way!

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I would use show call where students can view other students work without them knowing who it belongs to and review it as a class.

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-Create a mini weather station and record daily data (temp, humidity, wind)

-Write and illustrate a short story from the viewpoint of a raindrop traveling through the water cycle

-Use an interactive simulation (online) to model climate change effects on your region

-Build a 3D model showing layers of the atmosphere and label how weather phenomena occur in each

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I would use the bingo card for students to see what content material needs to be mastered for the day/week/unit and have them pair up with someone to create their own melody or rhythm.

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I could use choice boards to give my students different ways to show what they’ve learned. For example, in Biology, students could choose to create a poster, write a short story, design a model, or make a digital presentation about a topic like cell transport. This lets students work in a way that matches their interests and strengths, while still meeting the same learning goal. It also keeps them engaged and gives them ownership of their learning.

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I would use choice boards to help students focus on the concept being taught This choice board can be something that is ongoing for the students in terms of which assignments are done in a way addressed in the board. It can also be used to address different elements being discussed in class. The chioice board can be changed to fit the needs of your students and your classroom.

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Choice board for RLA

I would create a choice board and give students 3 or 4 choices on a novel we are reading in class. To differentiate skills for students, I would have the activity pre-order for them to write, make a podcast, video, presentation, or project to show their understand.

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Choice boards are a fun and flexible way to differentiate learning. They let students pick from a variety of activities that match their interests and learning styles, so everyone stays engaged and challenged at their own level. Instead of giving extra work, you’re giving meaningful options that help students take ownership of their learning.

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Choiceboards are great to encourage autonomy an independence, differentiate instruction, foster creativity and support diverse learning styles.

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I think it would be fun to do a 3x3 grid choice board with options like: writing an alternative ending to a story; creating a visual timeline of key events; recording a short podcast that analyzes a theme; researching the historical context of the story/book we're reading...etc.

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Med Term: In my classroom, I use choice boards to differentiate by offering students multiple ways to engage with content based on their interests, strengths, and learning styles. For example, during a unit on body system, I might create a choice board with activities that target different modalities and levels of complexity in each body.

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Med Term: In my classroom, I use choice boards to differentiate by offering students multiple ways to engage with content based on their interests, strengths, and learning styles. For example, during a unit on body system, I might create a choice board with activities that target different modalities and levels of complexity in each body.

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I like the thoughts of choice boards but often come across the difficulty of finding the time to either make one or the time in the classroom to implement it.

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I have found that providing choice in writing prompts to be very effective. Since argumentative writing is the foundation of AP Language and Composition, my current students are preparing the following in connection to our current reading, The Road" (2006) by Cormac McCarthy.

Collaborative Project-Based Activities

1. Survival Strategy Debate: Ethics in a Post-Apocalyptic World

Objective:
Students will engage in a collaborative debate where they defend or challenge the ethical decisions made by the man in The Road regarding survival and morality.

Instructions:

Split the class into two groups. One group will defend the man’s moral choices, while the other group will argue against them.

Both groups will identify key survival decisions made by the man (e.g., taking food from others, using limited resources, avoiding strangers) and build their arguments based on ethical reasoning and examples from the text.

Each group will present their case to the class, citing specific moments from the novel.

After the debate, a class discussion will follow to explore how survival affects morality and whether any of the decisions could have been justified in such an extreme environment.

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1. Comic Strip (Pages or Hand-Drawn)

Create a comic strip retelling a key event (e.g., Fall of Rome, Battle of Tours, Black Death, First Crusade, Rise of Islam).
Include:

At least 8 panels

Dialogue with the panels

Accurate historical details to include dates

One panel showing cause & effect

Must present your Comic Strip to the class and share with the other students.

Graded with a Rubric

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I have never used a Choice Board. I think it would take time to create. I would need more guidance. I have 1st Grade this year.

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i think that making bingo cards but allowng students decide what answer they want to put from a list

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For my class, I would have students working on a project but would allow them to choose how they would like to present their project. They could draw it, act it out, create an art project or write it out.

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As a final project for Hamlet, I would provide the choices of composing a traditional essay on analyzing the text’s Christian elements, the lack of agency for women, Hamlet’s indecision, etc. Other project options could include, setting up an Istagram page for one of the characters, painting a scene with rich imagery, writing journal entries as one of the characters, composing a graphic novel, performing a modern adaptation of one of the play’s most significant scenes, etc. I would also ask the students for any suggestions they had, so they have some agency in selecting the kind of project they would like to do and for them to demonstrate what they know how to do.

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I will use the choice boards with my kindergarten students, including icons, and create a digital choice board where they can build something such as a small village or a car while answering questions. For example, if they answer a question correctly, they can earn a type of “currency” or reward that allows them to add pieces to their village.

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I would like a choice board to be used at the end of a unit or section to show what they have learned. This allows them to show what they have learned in a way they are comfortable with. It will help them show what they know with confidence. Also, I like the thought of using a choice board for projects.

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To differentiate for my students, I can use choice boards or learning menus that allow them to select tasks based on interest, readiness, or learning style. This gives all students access to the same content but at different levels of challenge and creativity. It also supports independence, engagement, and extension for students who need more depth. A choice board helps me meet the needs of my GT learners by offering open-ended options, while still giving structured tasks for students who need more guidance.

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I can use choice boards with my students for differentiation purposes by giving an array of different tasks to complete based on interests and even skill level. For example, choice boards for differentiation allows students to select tasks based on their interests and skills to show their understanding of the content. Students who need structure and need step-by-step guidance and choose a task that outlines clear steps and expectations. Students who are more advanced or even students who are GT can take on a more open-ended or creative challenge that integrates problem-solving skills and higher-order thinking. With choice boards, students take autonomy of their own learning while applying what they know to create something new.

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Students can explain scientific concepts in some of the following ways

Create a comic strip

Record a video explanation

Build a 3D model

Write a summary or essay

Design a digital poster

Create a mini-presentation

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The topic covered would be cell organelles. I would create a choice board where student would need to identify the function of the different organelles in a cell. Student would have the option of 1. A poster of a cell with all the organelles labeled and described, 2. Building a model of the cell with all parts labeled, 3. Creating a ppt presentation, 4. Cell organelle coloring and labeling worksheet.

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Choice boards are a great way to differentiate because they give students voice, autonomy, and multiple pathways to show what they know. I could use them by offering a variety of tasks that target the same learning goal but vary in complexity, product type, and learning style. For example, students might choose between creating a model, writing a summary, recording a video, or completing a problem-solving challenge. This lets gifted students select more advanced or open-ended options, while others can choose tasks that match their readiness level. Choice boards also help keep students engaged because they feel ownership over their learning and can work in ways that play to their strengths.

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Choice Board for Science

3x3 board to include:

create a game for the unit

make a mini documentary video

research presentation

create a skit with the inventors/discovery

write a fictional story related to the topic

design a quiz for the unit

create anchor charts for the unit

create a diorama or 3D art

design a comic strip

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I would have my students use a choice board at the end of a reading unit. Each square on the choice board can represent a different task type such as writing, art, technology, performance, or analysis. Examples can include activities such as:

Creating a comic strip of the story’s main events.

Writing a letter to a character from the story.

Recording a report about the story.

Designing a new book cover for the story and explain why it fits the story best.

Completing a theme analysis paragraph about the story.

Providing students with choices supports their academic strengths, in addition to providing opportunities to take ownership of their learning.

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Students can do the following for the Russia Unit

Create a visual that contains elements of human, economic, political, and physical geography

Create a timeline

Write a paper

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Something we do for Resource Math is play bingo to help maintain their multiplication, addition, subtraction and division skills.

We've used Kahoot as a reward after a review. We work each problem out and play a game of kahoot with open notes.

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The concept of a choice board is nice, but implementing one can be very difficult because not only do you need to create the board, you also have to create a rubric for it. Finding the time to do both of these can be problematic. I would like to implement a completely "free" choice board but find that I am unable to find time for more than a must do/may do board.

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I would use the choice board to have the students create a virtual baseball card of their favorite artist, break down the words and interpretation of their favorite (School Appropriate!) song, or create a virtual info card for a genre of music, to be placed in a timeline. On the front would be a picture of the artist, the lyrics to the song, or the explanations of a particular genre of music (what it is, what it isn't, important figures, etc.). On the back would be artist/song/genre information and at least three sentences (length depending on grade level) of what their/that music means to my students.

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I plan to use choice boards this year to give students more control over how they show their learning. Choice boards allow me to differentiate by offering a variety of tasks with different learning styles and levels of challenge. For example, my choice board for a reading unit might include options like creating a comic strip, recording a summary, designing character trading cards, or completing a deeper analysis question. This lets students pick work that matches their strengths while still meeting the same learning goal. Using choice boards will also help keep students engaged and allow me to better support both struggling learners and those who need enrichment.

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I would have my kids create a 5 page picture book using choice board. For my on level and lower students I can have them label the pictures.

For my GT students who excel in ELA I can have them write sentences underneath the pictures to tell their story.

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I think I would use choice boards for students who finish their work. Especially those who are early finishers. Creating a choice board that fits the interests of all students in the classroom. This will minimize student interruptions about what to do when finished and will create a routine.

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For my choice board I'd offer the following 3:

Tiered Choices: Offer easier vs. more challenging tasks (e.g., summarizing vs. creating a comic strip).

Student Interest: Creative options for artistic students, analytical tasks for logical thinkers.

Learning Styles: Visual (timeline), auditory (record reading), kinesthetic (comic strip).

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Choice boards are a great way to differentiate because they let students select tasks that match their interests, strengths, and readiness levels. I could use them to provide multiple ways to practice the same skill—like reading, writing, or problem-solving—so students can pick activities that feel meaningful to them.

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Choice Boards

In the past, I've let the students choose between an array of texts relating to the same theme, read them individually and then share out how the text relates to the theme of the unit. For example, this 9 weeks we were reading texts about what it takes to achieve success. The students chose brief biographies of Yoyo Ma, Michael Jordan, Tony Hawk, etc. They then had to explain who the character was, what was their goal, the obstacle and how they over came.

The effectiveness of this strategy is two-fold: first they are given autonomy over choosing a text that aligns with their interest. Secondly, they can lead the discussion to the depth and pace they are more comfortable with before I as the instructor guide the conversation toward the lesson goals.

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I could use choice boards with my students by giving them a variety of activities that address the same learning objective, allowing them to select the tasks that match their interests and strengths, which supports differentiation and engagement. For example, in a reading unit, students could choose to create a comic, write a summary, or record a video response, all demonstrating understanding of the text in different ways.

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I could use choice boards with my students by giving them a variety of activities that address the same learning objective, allowing them to select the tasks that match their interests and strengths, which supports differentiation and engagement. For example, in a reading unit, students could choose to create a comic, write a summary, or record a video response, all demonstrating understanding of the text in different ways.

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Students will select one activity from the options below to demonstrate their understanding of the topic. You may choose based on your interests and strengths:

1. Create a Historical Diary: Write a first-person diary entry from the perspective of someone living during the event we studied. Include details about daily life, emotions, and challenges.

2. Design an Infographic: Summarize the key causes and effects of the historical event using visuals and short text.

3. Compare and Contrast Essay: Write a short essay comparing two civilizations or leaders, focusing on their contributions and impact.

4. Map Analysis: Draw or annotate a map showing trade routes, territorial changes, or migration patterns related to the topic.

5. Debate Preparation: Prepare arguments for or against a major decision made during this historical period and explain its consequences.

6. Create a Museum Exhibit: Design a mini-exhibit with artifacts, images, and descriptions that represent the era studied.

7. Timeline Project: Develop a timeline of significant events, including dates and brief explanations of their importance.

8. Video Presentation: Record a short video explaining the historical event and why it matters today.

9. Artistic Representation: Create a piece of art (drawing, painting, or digital) that symbolizes the theme or impact of the historical period.

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Using a Choice Board allows me to see what hidden talents your students possess! Then, you can utilize their talents and also challenge them outside of their comfort zone. My classes routinely get a Choice Board to assess their understanding of the day's lesson. We like to offer: Video of Solution Process, Canva Presentation, Oral presentation, Make a Poster, iMovie, Interactive Bulletin Boards, etc.

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Choice boards are a fantastic tool for differentiation because they allow students to select tasks that match their interests, learning styles, and readiness levels. For example, you could create a board with a mix of activities—some that are creative (like drawing or making a model), some that are analytical (like solving a problem or writing a reflection), and some that are collaborative (like a small-group discussion).

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I would use the choice board with activities that have been previously introduced to the students. The description of each activity would be simple and have a picture for a visual aid. Students would choose which one they wanted to start with and then either color or check it off when they have finished.

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A choice board I could use could include things such as: key signature, tempo, rhythmic variation, instrument groupings, dynamics, bowings. Students could be asked to make a simple exercise their own by adding any of the choices above. A more complex choice board could include composing new parts to add to the selection.

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We are currently learning about Greek and Latin roots. Students could do research on these societies and what such roots signified and if their meaning have changed throughout time, or write paragraphs using them, and more. Giving them the option to do what would interest them the most.

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For my choice board I would use it for any reading assignment we have. I would let students create a visual in which they can analyze characters, theme, message, tone, and author's purpose. The visual can be anything that they like, but they have to be creative.

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Choice boards seem like an exciting way to get students interested in learning. I liked the example provided that covers ELAR. It would be a great way for students to learn about the elements of a story. I also like the idea of making it a game where they have to complete tasks to win.

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I plan to differentiate using choice boards by giving students multiple pathways to show what they know—creative products, analytical tasks, tech‑based options, and hands‑on activities—so they can pick the format that best fits their strengths. Here is a simple choice board I might use next year for a novel unit:

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I will keep my station for them but include choice boards for each math and reading. I notice that is when they finish early and get board. I can change the boards based off the objectives were learning or need revisiting

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A tic-tac-toe choice board for students studying Beethoven's Fifth Symphony.

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Choice board centered on Proportional Relationships

Create / Design a poster centered on the proportional relationship of your favorite sports teams wins and losses. Add a visual aid to help us see the proportional relationship of your teams wins and losses and add a summary on how they are proportional.

Explain in your own words how you solved a question centered on proportional relationships (given to you by teacher). Make sure to be detailed in your explanation and include all mathematical process needed.

Create your own proportional relationship question based on sports, real-life situations, or a character that you like from a show or movie. Give details why knowing the answer could be helpful to this sport, situation, or character.

Create your own recipe for a change of your choice. How much off each ingredient will you need to make one and how much off each ingredient will you need to make 5? How can know how much off each ingredient you will need help you when you begin preparing to make the 5 cakes?

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During math problem-solving activities, I ask my GT student to create problems using given data. He enjoys it

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One way I could use choice boards in orchestra is letting them choose how to present information on a composer they are learning about for their solo and ensemble. They can use garageband, keynote, powerpoint, word, pages, or iMovie to display what they learned. They could also record themselves playing a piece from that composer. I wouldn't use choice boards that often though since the focus of orchestra is to play the music in a group. This would be for an end of year project after they turn in their instruments.

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One effective way I could use a choice board in my reading classroom is by giving students multiple ways to demonstrate comprehension while still focusing on the same learning objective. A choice board allows me to differentiate instruction and provide student agency, which is especially important in a diverse ELAR classroom.

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STEM & Math

Engineering Design: Using 15 craft sticks and tape, design and build a bridge that can hold a toy car without collapsing.

Pattern Breaking: Look around your room and find 3 repeating patterns (e.g., stripes on a rug). Create your own pattern using 3 different colors of crayons.

Mental Math: Use a deck of cards to play "Make 10." Turn over a card, and mentally state (or write) what number you need to add to it to make exactly 10. [1]

Literacy & Fluency

Alternative Endings: Read a familiar story (like The Three Little Pigs), but draw and write a new ending where the pig and the wolf become friends.

Vocabulary Expansion: Find 5 "wow" (advanced) words in a book. Write them down and draw a picture defining what each word means to you.

Character Perspective: Choose a character from a story. Write a diary entry pretending you are that character experiencing the main event of the book.

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I might use a choice board during a reading unit by giving students different ways to show their understanding of a story. For example, students could choose to create a comic strip, write a diary entry from a character’s point of view, make a short presentation, or create a storyboard about the main events. This allows students to work at their own level, use their strengths and interests, and stay engaged while still demonstrating mastery of the learning objective.

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I would use a choice board were the students have to show their understanding of the topic either by creating an online presentation where they can be creative. I recently had them do this with a Canva presentation and my GT kids loved having the creative outlet). They could also create a model to show their understanding, or create a poster.

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After reading the novel The Science of Breakable Things, the students enjoyed drawing a skit with all the characters; some of them created 3D models. Afterwards, they presented to the class.