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Choice boards help students have the ability to chose how they complete their learning in an independent path. It has differentiated activities that can be attempted at what ever pace they desire. Making learners of all abilities feel control of their learning in a non stressful way.

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In my Montessori Dual Language classroom, I use choice boards to provide students with opportunities to demonstrate their learning in ways that align with their interests, readiness levels, and learning preferences while maintaining a focus on the learning objective.

For example, during a science unit on plants, students may choose from the following activities:

Create a labeled diagram of a plant and its parts.

Write an informational paragraph explaining the function of each plant part.

Conduct a plant observation and record findings in a journal.

Create a three-dimensional plant model using classroom materials.

Research a specific plant and present findings to the class.

Compare and contrast two different plants using a graphic organizer.

The choice board promotes engagement by allowing students to select activities that interest them while still addressing the same learning standards. It also supports diverse learning needs by providing options that incorporate writing, speaking, artistic expression, hands-on learning, and research. Students who need additional support can select activities with scaffolds such as graphic organizers or sentence stems, while advanced learners can choose more complex tasks that require analysis, research, or presentation.

This approach encourages student ownership, independence, and creativity while ensuring all students work toward mastery of the learning objectives. It aligns well with Montessori principles by fostering self-directed learning and honoring each child's individual learning path.

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Choice boards are used to give young students structured options for how they learn or show what they know, while still keeping the activity organized and goal-focused.

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I would create a choice board for students to respond to a passage they read silently or a passage that we read out loud together with their group. The choices would focus on different parts of comprehension like summarizing, main idea, inferencing, etc.

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Structure:
Students select 1 task from each column (Must Do, Explore, Extend). They manage pacing independently within the week while meeting daily check-in goals. Tasks are offered bilingually and encourage depth, creativity, and student autonomy.

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Choice boards function as visual menus of learning activities that empower students to take ownership of their education. Ways are Tic-Tac-Toe model, Must Say/Must Do, and student readiness

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Choice boards function as visual menus of learning activities that empower students to take ownership of their education. Ways are Tic-Tac-Toe model, Must Say/Must Do, and student readiness

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Choice boards are used in my classroom to provide students with meaningful opportunities to demonstrate their learning through a variety of activities that align with their readiness levels, interests, and learning preferences. Each choice board includes multiple task options that address the same learning objective while allowing students flexibility in how they engage with the content and show their understanding.

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Students can choose the different ways to practice their spelling words of the week. Write the words in sand, bingo markers, stampers, etc... but it allows students to practice in whatever learning style they prefer , whether its visual or tactile.

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After reading our novel, I used a choice board for students to choose the topic of their essay. Each color represented a different prompt for the novel, from theme, to character comparing and contrasting, to symbolism. Students chose what they wanted to write about, which made it easy for them to complete.

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I use choice boards to provide an option for students and continue their learning while still working toward the same learning goal. Writing, drawing, hands on activities, etc. This allows students to select tasks and support their individual interests. Students can choose and access items in a way that works best for them.

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1st Grade Choice Board: Noun–Verb Agreement

Goal: I can match my noun and verb (one or many).

Directions: Pick ANY 3 activities.

Draw It: Draw 1 animal and write 'The dog runs.'

Fix It: The dogs runs → The dogs run

Act It: One = runs, Many = run

Circle It: The bird (fly / flies)

Write It: Write 3 sentences (He runs, They run)

Choice boards allow students to select how they learn and show understanding. Instead of everyone doing the same worksheet, students can choose activities that feel comfortable or engaging to them.

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Choice boards allow me to connect learning to students’ personal interests, cultures, and experiences. The way that we could incorporate interests is by including activities tied to art, technology, storytelling, and real-world connections. We must provide culturally relevant and bilingual options and include open-ended creative tasks. When we do this, it has a bigger impact because it makes learning more meaningful and relevant. It promotes deeper engagement and persistence and honors student identities and backgrounds.

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For example, during our Esperanza Rising unit in ELAR, students completed a choice board aligned to 4th-grade TEKS focused on comprehension, character analysis, and text evidence. Students selected activities such as:

Creating a comic strip summarizing a chapter

Writing a diary entry from Esperanza’s perspective

Designing a character trait poster with text evidence

Completing a vocabulary illustration activity

Recording an oral response explaining a theme

Creating a cause-and-effect chart from events in the story

Choice boards promote high student engagement because students feel ownership over their learning and are excited to choose how they complete tasks. They also encourage independence, creativity, collaboration, and critical thinking while ensuring all learners can access the content successfully. This strategy has helped increase participation, confidence, and academic growth across my classroom.

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As a class, we can read a novel; once we’ve finished reading it, students may choose to write a summary, or write a description of a character. Fourth grade students will use a choice board allowing them to be engaged and motivated to work at their own pace and in a way that best fits their personal learning needs and style. Choice boards provide students’ choice by allowing them to choose how they will complete the assignments.

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Choice boards are great tools to use when working on book reports. One example: create a 5 frame comic strip depicting the last chapter, or write a one-page letter recommending the book to a friend.

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I have done choice boards before, but I have adapted them to the unit we are working on for language arts. For example, I would include creating a readers' theater, a podcast analyzing characters, a debate, creating visuals explaining points of view, creating PowerPoint presentations connected to the unit, etc. Kids love it.

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Kindergarten

Choose an Activity to do

Reading

Write your name

Write ABC Letters

Put magnetic letters in order.

Math

Write numbers

Make towers of the numbers

Puzzle

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Here is an example of a choice board for second grade math. It includes options for hands-on manipulative or drawing, solving word problems or writing word problems, using multiple strategies to solve, teaching solving, or solving with missing numbers. As you go across the board the level of difficult increases. 

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By: Larissa Ponce

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A choice board for a second-grade SLAR insects unit included several creative learning options for students. Students could choose to write a story about their favorite insect, design and describe their own original insect with unique characteristics, or write a diary entry describing a day in the life of their favorite insect. These activities encouraged creativity, student choice, and deeper engagement with the unit content.

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Choice boards support student choice by giving students different ways to learn and show understanding based on their interests, readiness, and learning styles. Students can choose from activities like drawing, writing, creating projects, or using technology while working on the same learning goal. This helps keep students engaged, supports differentiation, and allows all learners, including GT students, to work in ways that match their strengths and needs.

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Example: 2nd Grade Reading Choice Board

TEKS Focus: Inferencing and comprehension skills

Draw ItWrite ItAct ItDraw a picture showing what you infer happened in the story.Write 3 clues from the text and your inference.Act out a scene and explain your inference to a partner.

Build ItTechnologyTeacher TableUse sentence strips to match clues with inferences.Complete a digital inference activity on the Chromebook.Meet with the teacher for guided reading and extra support.

How I Differentiate

Student Choice: Students choose activities that match their interests and strengths.

Learning Styles: Activities include visual, kinesthetic, verbal, and technology-based options.

Readiness Levels: Some tasks include sentence stems or picture supports, while others require written explanations with evidence.

Flexible Grouping: Students may work independently, with partners, or in small teacher-led groups.

Using choice boards has helped increase student engagement and ownership of learning while ensuring all students can access the content in meaningful ways.

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4th Grade Dual Language Choice Board- Regions of Texas/Regiones de Texas

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4th Grade Dual Language Choice Board- Regions of Texas/Regiones de Texas

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This bilingual choice board supports language development.

1. Creative/Creativo

Design a bilingual travel brochure or illustrated map of a Texas region/Diseña un folleto turístico biingüe o un mapa ilustrado de una región de Texas.

2. Structured/Estructurado

Create a graphic organizer comparing the climate and resources of 2 regions/Crea un organizador gráfico comparando el clima y los recursos de dos regiones.

3. Performance/Presentación

Record a weather report video acting as a meteorologist or tour guide/Graba un video de "reporte del clima" actuando como meteorólogo

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For example, during a 4th grade reading unit using a Who Was…? biography book, students complete a choice board after finishing the novel study. Students choose activities which encourages ownership and engagement while still focusing on the learning objectives.

Sample Choice Board Activities can include:

Create, Write, Technology, Draw:

Design a timeline of the person’s life using pictures and captions.

Write a diary entry from the point of view of the historical figure.

Create a short Canva or Google Slides presentation about the person’s accomplishments.

Draw and label an important event from the book.

Write five interview questions and answers for the historical figure.

Record a short video summarizing the most important events in the person’s life.

Use an online tool to make a digital poster with facts and images.

This choice board promotes engagement because students are able to select activities that match their interests and strengths. For example, artistic students may choose drawing or design activities, while students who enjoy technology may create digital presentations or videos. Strong writers can demonstrate deeper thinking through journal entries or explanatory writing.

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I use a tic-tac-toe format for my GT students. This gives my students the opportunity to be in charge of their learning.

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I like choice boards it gives student ability to chose how to do the work or show their understanding so shows them they have abilitynto chose their learning.

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I like choice boards it gives student ability to chose how to do the work or show their understanding so shows them they have abilitynto chose their learning.

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Choice board is something I use, there is a template on Canva , and students know which activities they can choose from it gives them autonomy of their on work

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Choice board is something I use, there is a template on Canva , and students know which activities they can choose from it gives them autonomy of their on work

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in a reading unit focused on theme and text evidence, my choice board might include options such as:

Create a comic strip that illustrates the theme of the story and includes supporting evidence from the text.

Write a paragraph explaining the theme and use at least three pieces of text evidence.

Compare the theme of the current story to another book the student has read.

Design a character interview where the character explains how the theme develops throughout the story.

Record a short video or audio response explaining the theme and citing evidence.

Create an alternate ending that still reflects the story’s central theme.

Students are required to complete a set number of tasks, but they have the flexibility to choose which ones best match their interests and learning preferences. I often include “must-do” and “may-do” sections or tiered options so that all learners are appropriately challenged, including gifted and advanced students who may select more complex or abstract tasks.

Choice boards promote engagement because students feel a sense of ownership over their learning and are more motivated when they can choose how to show what they know. They also support diverse learning needs by providing varied levels of scaffolding, allowing visual, written, and creative expression, and offering opportunities for both foundational practice and extension tasks. This structure helps ensure that all students are working at an appropriate level of rigor while still accessing the same core learning goals.

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Differentiating with Choice Boards (3rd Grade Dual Language Example)

I use choice boards to give students options that match their readiness levels, interests, and learning styles while still focusing on the same learning objective. For example, during a reading unit on informational texts, I create a 3x3 choice board with activities that vary in complexity and format.

Sample Choice Board (Informational Text Unit):

Create a summary using a graphic organizer

Write 3 higher-order questions about the text

Design a poster explaining the main idea and key details

Record a short oral summary (in English or Spanish)

Compare two texts using a Venn diagram

Research a related topic and present findings

Write a “what if” extension of the topic

Identify text features and explain their purpose

Create a quiz for classmates

How It Supports Students

Choice boards promote engagement by giving students ownership over their learning. G/T students can select more advanced or open-ended tasks (like research or creating their own questions), while other students can choose scaffolded options. In a dual language classroom, students can also choose to complete tasks in either language, which supports bilingual development.

This approach works well because it allows all students to work at an appropriate level of challenge while staying engaged and motivated.

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Students love Choice Boards because it gives them some freedom to do what they feel like doing that day. Students can create a drama, visual, game or song about the content. It is always exciting to see what they create!

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I haven't used choice boards yet.  However, it is definitely a tool I will use in my classroom next semester so students can complete projects. 

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I haven't used choice boards yet.  However, it is definitely a tool I will use in my classroom next semester so students can complete projects. 

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Choice boards are a great way to show and boost confidence. Offer students the choice to create all kinds of activities. They also allow for differentiation.

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Choice boards are used to give students options in how they learn and show understanding. Tasks are designed at different levels of difficulty and include a variety of formats, allowing students to choose based on their readiness and interests while still meeting the learning objective.

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I am currently using a choice board with the book study that we are doing. Students can chose whether to analyze character traits, summarize the pages we read, gather text evidence to determine main idea, and many other options. Choice boards allow students to take ownership of their work.

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I use choice boards to differentiate instruction by giving students multiple ways to demonstrate their understanding of a concept. For example, in reading, students can choose to write a summary, create a comic strip, record a podcast, design a poster, or complete a character interview. Each option targets the same learning goal but varies in format and complexity.

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for choice board for third grade is

1. skip count bubble letters

2. problem blind box

3. six game

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In my 1st grade classroom, I use choice boards to differentiate instruction by giving students multiple ways to show understanding while targeting the same learning goal.

For example, in a reading unit, my choice board might include 4–6 simple options such as:

Draw and label the main character

Retell the story using beginning, middle, and end

Act out the story with a partner

Write 2–3 sentences about the lesson or moral

Build a scene from the story using blocks or drawings

Create a simple comic strip of the story

Students choose an activity based on their readiness and interests. Students who need more support may choose drawing or acting, while advanced learners may choose writing or creating a comic strip.

This supports differentiation because it allows students to access the same objective in different ways while staying engaged and working at an appropriate level.

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This is a writing choice board that I will be using next year.

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I use choice boards to give students a little more control over how they learn and show what they know. Instead of everyone doing the same exact thing, students can pick an activity that matches what they're interested in or how confident they feel with the topic. GT students can challenge themselves with more creative or in-depth options, while other students can choose something that feels manageable without it being obvious.

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I really like this science STEAM choice board I found.

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I use choice boards to give students different ways to show their learning, such as creating a diagram, building a model, or writing an explanation. This increases engagement by offering student choice while supporting different learning styles and readiness levels.

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I use choice boards to give students structured options that align to the same objectives we are learning while allowing them to select tasks based on their interests. The activities are tiered with some that focus on understanding and others on creativity or multiple solutions. The formats include visual models, written explanations or real world problem solving.

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A choice board for ELAR could include writing a new ending to a story while keeping true to the theme, creating a song about or for a character, or drawing a book cover for the story.

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I allow choice boards for my students. They may choose how to present their learning. Foor example, we are learning about Jazz in the reading curriulum. Students may create a video or a podcast as well as a poster or a typed report. They may choose how best to show what they know. So far most if not all have choden the podcast because it is more modern than the rest. I am supporting them along the way because it is new technology that they are using, but they are thoroughly enjoying it.

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I asked ChatGPT to create a math board for math and it's not too bad! I think I'll use it next year

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This is an example of a choice board that my students use in class for math

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Students have something fun and engaging to work on.

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Choice Boards help differentiate instruction in the classroom as it provides students with options for engaging in learning content. Choice boards promote student centered learning by providing multiple paths to meet learning targets. It allows students to select activities based on their personal interests, learning preferences, and readiness levels. Choice boards empower students to make decisions about how they learn or demonstrate mastery, which increases motivation and ownership over their learning.

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Choice Boards are a great way to get students more engaged and accountable for their learning since they can explore what interests them more as well.

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I use choice boards for homework that include activities designed to reinforce what we learned in class while also encouraging meaningful, low-stress family interaction. These tasks are intentionally brief and flexible, allowing families to choose options that fit easily into their daily routines without adding extra pressure. This approach helps keep students engaged because they have a sense of choice and ownership over their learning. Choice boards also support diverse learners by offering a variety of formats and difficulty levels. Whether a student learns best through hands-on tasks, discussion, reading, or creative expression, there are options that meet their individual needs and strengths.

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I use choice boards to help support student choice and engagement by offering multiple ways to demonstrate learning while meeting the same objectives. This allows me to differentiate for readiness and interests, ensuring all students are challenged and supported. I like to use Must-Do/May-Do Choice boards. This provides my students with a list of what needs to be completed and what they can do once they are done, allowing them choices to extend their learning of the concept that best fits them individually and their level of learning.

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I use choice boards to differentiate instruction by giving students multiple ways to show understanding of the same skill. Each board includes options like writing, drawing, hands-on activities, or technology-based tasks, so students can choose based on their readiness and interests.

This increases engagement because students feel more ownership of their learning. It also supports different learning needs by allowing struggling students to access simpler tasks while challenging advanced learners with deeper, more creative options.

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I use choice boards during literacy where students pick activities like drawing the story, retelling it, or writing about their favorite part. This supports different readiness levels and interests while keeping students engaged because they have ownership in how they show their learning.

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Choice Boards

I have tried to use them during all subject areas. These boards give kids ownership in their learning and they will help them demonstrate the skill in their own way. They can write a letter to a book character, or create puppets to do a retell of the story, use technology apps to represent a story or even to show what they learned about a nonfiction topic, they can expand their creativity by changing the ending to a story. Sometimes they like to build something with leggos or pattern blocks. Spelling activities can be fun with boat words or rainbow writing.

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Students will identify 2D shapes found in the environment. Students will create a shape art, or they will build with different shapes.

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I used challenging activities when i need to. i only have one gifted student in my classroom. she works in more challenging activities,

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Choice boards are used to support student choice, readiness, and interest in instruction by differentiating learning and increasing student engagement. A choice board allows students a menu of learning activities that aligns to the same instructional goal or standard. This allows them to choose how they demonstrate their learning and diverse needs. By having choice boards this allows the students to promote ownership, and motivation to their individual learning needs.

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Choice boards work well in my classroom because they:

Promote engagement without watering down content

Encourage independence and accountability

Allow for ongoing formative assessment through conferences and product review

Support collaboration, creativity, and higher‑order thinking

This approach aligns with Texas GT expectations by providing meaningful challenge, fostering critical thinking, and respecting individual learning profiles—while keeping all students working toward the same academic goals.

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I differentiate instruction using choice boards by giving students multiple ways to engage with the same learning objective. For example, during a reading unit, I provide a 3x3 choice board with activities such as creating a comic strip summary, recording a short video retelling, writing a character diary entry, or designing a book cover with a written explanation. Each option targets comprehension but allows students to work in ways that match their interests, strengths, and learning styles. I also include varying levels of complexity within the choices, so students can appropriately challenge themselves while staying engaged and motivated.

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Choice board will include activities to cycle through skills that students have mastered. Examples will be multiplication and division center with games, partner activities, and challenges. All activities are self checking activities. Manipulatives will be available.

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I have used choice boards during instruction with my novel studies. I have a variety of options listed on the choice board that provide students with various ways and forms to showcase their learning. This type of choice board is nice because it works for any chapter(s) or part of the book. I can set perimeters on how many choices they need to do or when/how they need make different choices using the board through out the week.

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I differentiate instruction by using a simple choice board that gives students meaningful options after they finish their work, such as playing with playdough, reading a book, using the iPad for educational apps, drawing, or engaging in educational games, allowing me to support different interests and readiness levels while keeping students actively learning.

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As a class, we could explore a play by reading it together. Afterward, students could bring it to life by performing it as a drama or turning it into a puppet show. They would make props, dress up as the characters, and craft puppets to use during the puppet show portion of the activity.

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A choice board for responses can help a student develop confidence and increase the likelihood of assignments being completed. Students could show their knowledge by creating a puppet show, a model, a video, a short play, recording a podcast.

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In my classroom, I use choice boards during math centers to differentiate instruction and give students ownership over their learning. The choice board is designed around multi-step word problems and aligns with grade-level standards, while allowing flexibility for different readiness levels, interests, and learning styles.

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Draw and label 3 types of clouds

🌧 Write 3–5 sentences about your favorite type of weather

🌪 Create a weather model using clay or paper

🌎 Research how weather is different in another place and share 2 facts

🎤 Present a short “weather report” to the class

📚 Read a weather book and draw your favorite part

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Choice boards are used to support student choice, readiness, and interests in my instruction by providing options to the not only GT students, but all students and they lead their learning. It differentiates for all students by incorporating all learning styles and keep them engaged. For example, some students may choose to simply answer questions on a worksheet, while others may choose to be creative and create a poster or use technology to make a digital presentation.

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choice board about literacy. They can choose reading a book, writing about the feelings of their favorite character, or just listening the story. 

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choice board about literacy. They can choose reading a book, writing about the feelings of their favorite character, or just listening the story. 

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After learning the difference between beat and rhythm, students can demonstrate their understanding of the difference by choosing an activity from a menu like the following:

Option A: Write a paragraph explaining the difference

Option B: Demonstrate the difference using voice or instrument

Option C: Demonstrate the difference using movement

Option D: Demonstrate the difference using illustration or sculpture

Option E: Demonstrate the difference using symbols

Option F: Demonstrate the difference using a simple Digital Audio Workstation (DAW) like Chrome Music Lab

The choice of product engages students by allowing them to demonstrate understanding in a way that interests them and may reinforce learning by helping them make connections between subject areas (for example, patterns in music and math, rhythm in music and art, etc.).

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In order to support science vocabulary in 5th grade we use science choice boards. This is where we can help differenciate. The choice boards can consists of but not limited to recalling vocabulary, to games with vocabulary, and creating comic strips with vocabulary.

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In my classroom, I use choice boards to give students different ways to show what they have learned. For example, during a reading unit, students can choose to create a comic strip, write a diary entry from a character’s point of view, build a model of a scene, or write about the story’s theme. Each activity focuses on the same learning goal but allows students to work in a way that matches their interests and strengths. Choice boards help keep students engaged and allow me to differentiate instruction by offering tasks with different levels of challenge.

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Choice Boards give students diverse activities for students to choose from to show their understanding of any topic without having them limited to a specific learning style.

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Choice boards give students the freedom to demonstrate their knowledge of the topic that we are going over in a way that they are most familiar with. This helps the student show their own unique take, creativity, and way of going about it. Some draw out elaborate pictures, some write out detailed information, others will do a combination fo the two and others will come up with a variety of different other ways.

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Choice boards are a great way to allow independence and creativity. This created active learning and engagement that boosts confidence and makes learning meaningful.

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I have used choice boards for GT students in my classroom before when I taught first grade. The students absolutely loved it. Other students would see what they were doing and would also want to work on and complete tasks. I like the idea of using a choice board for all students because I would be able to differentiate for varying levels within the classroom. Having a mixture of product choices (written, verbal, tactile, and visual) will give students a wide range of tasks. There is something for everyone. Choice boards can give students a bit more autonomy and allow them to be the driver in their learning journey. I like the student higher level thinking process that's involved in the product creation, and that projects can vary in length in terms of how long it will take to complete. Allowing students to conference with their teacher in discussing why they chose it, how many points earned, and the guidelines is another great way to support student choice.

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In my classroom, I use choice boards to give students meaningful options that align with their readiness levels, learning preferences, and personal interests. For example, during our science unit on ecosystems, I provide a 3×3 choice board that includes tasks at varying levels of complexity—such as creating a food web model, writing a research paragraph on an animal adaptation, designing a digital poster, or building a small diorama. The board always includes tasks that target different modalities, such as visual, hands‑on, writing‑based, and technology‑enhanced options. This allows students to select activities that match both their strengths and their curiosity. I also mark a few tasks with an icon indicating “challenge options” for advanced learners, offering deeper thinking, problem‑solving, or open‑ended inquiry. By using choice boards, students feel more ownership of their learning, stay engaged, and receive work that is appropriately challenging. It also helps me support diverse needs in the classroom because every student can choose a task that fits their level of readiness while still working toward the same learning goals.

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Math first grade Choice board gabriela Rodriguez

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Math first grade Choice board gabriela Rodriguez

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Students take ownership of their learning. They choose a project based on their strengths.

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Online GIF maker

GIF maker allows you to instantly create your animated GIFs by combining separated image files as frames. Produced GIFs are of high quality and free of watermarks or attribution, making this tool ideal for developers and content creators.

To make a GIF, you can upload a sequence of GIF, JPG, PNG, BMP, TIFF, HEIC, AVIF, and other types of images, ZIP archive containing images, and even mix different formats and sizes - they will be converted automatically. You can also upload animated GIF, WebP, or APNG images, they will be split and delay times preserved. That way GIF maker can also be used to edit, shorten, or merge together existing GIFs.

How to make a GIF?

Press the "Choose files" button above and select the images you want to use as frames.
You can press and hold the ctrl/command key to select multiple files.

When the images are uploaded, you can adjust animation speed and frame order before making the GIF.
After generating the GIF, you can resize, crop, and optimize it or use any of the other tools we provide.

Tips for GIF creation

You can control the speed for the whole GIF by setting a "Delay time" at the bottom or adjust the delay for individual frames with a "Delay" input box right next to each frame.
Delay time is in one-hundredths (1/100) of a second between frames - a larger value causes the animation to appear slower.
It's not advisable to set delay time lower than 2 because some browsers will ignore such values and default to slower animation speed.

By default, all frames will be sorted in alphabetical order by filename (and will keep the original order if you upload existing animation), you can drag and drop them inside the GIF animator area to rearrange.

Enable the "Crossfade frames" option, if you want to create a smooth, fading transition between images. Useful for creating photo slideshows. Greater "Frame count" and shorter "Fader delay" parameters will result in smoother animation, but will significantly increase file size because the GIF maker has to generate more additional frames between each of the original frames. Play around with those values to find the balance for your needs.

If you upload differently sized images, 2 additional options will appear: to automatically resize and crop them all to match the smallest dimensions, or to choose the alignment (e.g. top-left or center). You can also manually enter top/left coordinates in pixels for each frame.

If you want to create GIF images from a video, use the Video to GIF tool instead.

To make a GIF out of a sprite sheet, use the sprite cutter tool.

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Online GIF maker where you can create animated GIFs, banners, slideshows from sequence of images. Upload frames and make a GIF or merge and edit existing GIFs

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Students will have an option to create a historical presentation by making a documentary-style video, a digital presentation, or a live performance. Students can choose their preferred modality which will create more buy-in. The students are more likely to remain engaged and produce a better quality product.

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Since we learned about animal habitats students are allowed to do a class experiment about an animals shelter and habitat.

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Since we learned about animal habitats students are allowed to do a class experiment about an animals shelter and habitat.

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I like choice boards because the students can personalize and use the board to show everyone what subject they are good at. They can also draw and show everyone their art skills. The also summarize a story they read by putting reading elements on their board.

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Here is a choice board I created using IXL Sparks Studio. Choice boards like these offer engagement, motivation and student autonomy.

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Choice boards are an integral part of my differentiated instruction because they allow students to engage with content in ways that match their learning readiness, personal interests, and preferred ways of showing understanding. In my classroom, I design choice boards around the essential standards in math and science, ensuring every activity aligns with the learning goals but varies in depth, complexity, and modality.

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Im a math interventionist and I use rotations within my classroom for each grade level. I always have a group that will see me but the other rotations are choices based on what we have been covering and I try to incorporate their interests as well. Every day they walk into my room and on the Promethean in sections are various workstations. Students are able to write their name under the workstation they would like to work at. We do rotate but they enjoy having the option and choice in what they will be doing.

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Choice boards allow students to show the way the understand via visuals or by verbal response

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After studying a certain body system, students will have a choice of projects for a disease they choose, and work individually, with a partner, or group.

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Choice Board for Differentiation in My Classroom (AP / Advanced Spanish)

unit on La Identidad y La Familia.

Students selectone activity from each row (Interpretive, Interpersonal, Presentational).
They may choose tasks that best fit their learning style—creative, analytical, hands‑on, or tech‑based.

Interpretive (Reading/Listening) – Choose 1

OptionActivity: A. *Article Anlysis

Read an authentic Spanish article about cultural identity. Annotate and answer higher‑order questions* Video Breakdown: Watch a short documentary segment and complete a graphic organizer identifying cultural values and perspectives* Song Lyrics Study: Analyze song lyrics related to identity. Identify metaphors, themes, and cultural references.

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I teach high school students and for some projects I have flexible grouping, and I allow them their choice of product. For other projects, they have a choice of process and/or they may have a choice in topic. It gives students autonomy over their learning and allows them to get the depth of knowledge in something that interests them.

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In my classroom, I use choice boards during our science units to provide students with meaningful options that match their interests and readiness levels. For example, during a weather unit, students can choose to create a 3D model, record a weather broadcast, or write an analytical report on a severe storm. The activities are tiered so that some focus on foundational understanding while others require deeper analysis and research. This approach increases engagement, supports diverse learning needs, and allows students to demonstrate understanding in ways that highlight their strengths.

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Students can pour all their learning into a choice board. If they read a novel, they can put all the reading elements related to the story. For example, plot, characters, setting, main idea etc.

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Choice is a powerful motivator.

Learner variability means that not all students enjoy the same task.

Students have more control over the pace at which they navigate the tasks.

Teachers are freed from orchestrating a lesson and able to conference with learners about their progress, provide feedback on work in progress, or conduct side-by-side assessments.

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Choice boards that incorporate vocabulary terms engage students to select activities that challenge them as they take ownership of their learning.