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When presenting research to the class, students had options of modes of presentation: they were allowed to make and present a poster, make and present Google slides, perform a skit, or design some other type of presentation.

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When making scale models of Earth's atmosphere students were encouraged to add detail that would emphasis the relative size of the atmosphere.

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When making models of cell membranes students were given items to use to represent components of the membrane. Students were given the option to use other items that they believed to be better representations of the components. Most students chose to use what I had provided, but a few a students brought different items to class to use in their model.

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I need to create opportunities for my students to use their creative prowess to show what they have learned. I'm not quite sure what this will look like yet, but there are many resources to investigate. The Innovator's Mindset by George Couros has provided me with several options.

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I used a lot of digital choice boards with my class this year. They had 11 different options to choose from or they could create their own product about something we read. They really loved doing this and many of them wound up doing more than one of the choices because they thought it was fun!

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To teach, or encourage, fluency is a challenge for me. I find that the students that produce lots of creative ideas do so with ease, and those that don't produce lots of creative ideas are content to listen to and/or watch those that do! I have one student with lots of creative ideas that "blurts them out" seemingly impulsively; I sometimes feel I have to his participation so that other students will contribute!

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I really like the SCAMPER strategy. This could be used when we read "There Will Come Soft Rains" by Ray Bradbury. This is a story about a fully automated house that survives an atomic bomb. I see SCAMPER as a pre-reading activity in which I give cooperative groups a common household item and ask them to use this strategy to reimagine it.

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This year, my advanced students created Utopian Societies as we read The Giver. As a group, they had to create a proposal for their project, presentation and a rubric.  I was amazed at the creativity unleashed once I let go of the control in the classroom and gave them a voice. For the most part, their projects were far more creative and complex then what I would have created for them. I feel that the students fed off each others creative juices. Next year, I plan on doing more of this in other parts of the curriculum.

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While studying are learning new vocabulary words, I give students the option to complete the pages within the book or I give them the option of choosing alternative assignments in conjunction with the words. Some of these alternative assignments include: drawing the word, writing a story using 5 of the words with illustrations, or allowing them to write a "Kahoot" using 5 words.

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I use elaboration by incorporating writing into the math classroom. We use Which One Doesn't Belong where students look at a box of four items and choose one reason why each one doesn't belong to the group...they all have something in common. There is no right or wrong answer, but our discussions are rich and students discover differences that I never saw. I also plan to incorporate "Would you rather?" writing/math activities next year, which make students figure out two problems and then elaborate on which one they would rather have? They must have an opinion and give reasons.

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I would love to incorporate flexible seating as an option in my classroom.

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Students are able to take a project choice and make it their own. There are lots of options for choice in my classroom. Students all have different visions for what their book project may look like and all achieve this differently.

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I allow kids to "trade out" more difficult homework problems for the easier ones. We're working on an end of year project now with planning a vacation. I gave them guidelines as to their rubric, but I'm allowing kids to use their creativity in how their work is organized, written and presented.

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With vocabulary, we will frequently try to discover what the concept is before we discuss. As a class we will try to come up with our own definition and elaborate on it repeatedly to come up with the best possible definition.

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I include many opportunities for choice in my class. My Advanced class just had a big construction project, and some students chose to use wood, some chose paper, and some chose cardboard. They all ended up great, but different people had different visions.

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I use tech projects at the end of one of the novels we read.  There are choices given at two different levels.  The upper level requires more work.  Each student is allowed to choose one project from each level.  We also do a Socratic Seminar which I believe can be used as elaboration and/or fluency.  During the seminar students respond to open-ended questions and also respond to the thinking of other students.  It can get very deep and the topics are often completely exhausted by the end.

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I try to create an environment where we speak like math mathematicians. Using work wall words. They also use technology to create kahoot, quizlet, or google slide. but we would extend by using an even higher learning. They could also make a Padlet and branch/connect vocabulary

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I could incorporate some tiered questions...... I did do a escape room type activity like that that the kids loved!!!

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I give students a choice by using appointment clocks at the beginning of the year to incorporate flexible grouping. Sometimes we talk/work/discuss as table groups (4) , appointment clocks, or free choice.

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I could include an picture activity as an opener

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I could include flexible seating into my classroom.

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I provide flexibility in homework problems.

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I provide flexibility in homework problems.

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Flexiblity

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I could incorporate a scamper activity easily into an opener

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I could incorporate a scamper activity easily into an opener

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Orininality