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Pre-record a portion of the content and allow students to control the pace of the lesson by pausing, rewinding, listening on double speed, etc. 

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I keep seeing lots of resources for mastery paths in Canvas - this is something I'd really like to start to learn more about for next year, especially since I think it would be very beneficial for some of my more "skill based" learning (grammar, etc.) - Kris Freund

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We the option that we have for virtual vs in-person, students can choose to work from a place in their home or at school.  Having this "place" option has been really helpful in allowing students to participate when they are sick or have an appt. - Sherri Golliver

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My 7th Accelerated students have just started a Transformation Project. They have to use all 4 transformations including the arrow notations for each. However, the path they choose for the final product, their theme, etc is completely up to them. Students have chosen minecraft, brain research, winter activities, etc. Some are doing a video, movie, physical product (legos), etc.

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This has been tricky for attendance purposes.  When students decide to login and do their work after I have already "hit the hay", it requires more work for me to go back and change the attendance the next day.  So, I have told the students that they must communicate with me if they logged in and did their work outside of the class period time or else their attendance remains.  The students like the flexibility and it has worked well so far.

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This has been tricky for attendance purposes.  When students decide to login and do their work after I have already "hit the hay", it requires more work for me to go back and change the attendance the next day.  So, I have told the students that they must communicate with me if they logged in and did their work outside of the class period time or else their attendance remains.  The students like the flexibility and it has worked well so far.

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Choice (or BINGO) boards are great for students who may be feeling overwhelmed or who may be feeling undermotivated--giving these students choice in the way that they learn the content. (Robertson)

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One thing that has been helpful for one of the classes I am in is that I am able to pull a small group to do more explicit direct instruction. Being able to take students who need support regardless of labels has built confidence in students who lacked it before we began this idea. I know this isn't possible for all teachers and in all contents, but when it is available to do, it can make a HUGE difference.

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This is probably the most empowering of the four.  Students may choose how they learn the content. I see a great deal of planning on the teacher's part, but encourages students to pave their own way through inquiry.  I would like to learn more about this.

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This is probably the most empowering of the four.  Students may choose how they learn the content. I see a great deal of planning on the teacher's part, but encourages students to pave their own way through inquiry.  I would like to learn more about this.

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Works well for students who are not feeling well or who have commitments outside of school.  I wonder though if the places chosen are always the best for learning???

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Works well for students who are not feeling well or who have commitments outside of school.  I wonder though if the places chosen are always the best for learning???

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Canvas has been an excellent platform for teachers to build resources for all learners.  Instructional videos are a way to reinforce  self-regulated learning. Links to resources and documents allows for students to have quick access to materials needed for learning. Students who are advanced can move through with flexibility. I wonder if the speed consistently matches the quality of the work?

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Canvas has been an excellent platform for teachers to build resources for all learners.  Instructional videos are a way to reinforce  self-regulated learning. Links to resources and documents allows for students to have quick access to materials needed for learning. Students who are advanced can move through with flexibility. I wonder if the speed consistently matches the quality of the work?

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Allowing a choice of when to complete an assignment (within a certain window) is helpful for remote students. It allows them to complete the work at their own pace. However, some have struggled with thinking all the work is "homework" since they are not necessarily using the 44 minute scheduled class time to complete it. The flexible time is great for some and not so great for others. - Jennifer Edwards

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Each of the assignments I have my students complete for a grade is open for the entire 9 weeks. This allows them to not only take their time at completing an assignment, but also allows them to redo any assignments they are not happy with their grade. I give them reminders throughout the course of the 9 weeks as to which assignments they are still missing, but it does not harm their overall grade until the end of the 9 weeks.

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Once again, flexibility is empowering!  I am more in lines with establishing a routine as best learning! I do think it puts a bit extra on the teacher to keep up as well.  Some students can take this and run with it.  I keep my assignments open for 9 weeks as well!  

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Once again, flexibility is empowering!  I am more in lines with establishing a routine as best learning! I do think it puts a bit extra on the teacher to keep up as well.  Some students can take this and run with it.  I keep my assignments open for 9 weeks as well!  

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It is easiest for me to have a path with many options when it comes to my GTIS classes. Right now, they are working to design their own 2-week road trips with a budget and 4 people to accommodate. They got to choose their car (however it would affect their mileage on the road). I also incorporated the option for students to work individually or with a partner for this project. I have been trying to learn having a balance of expectations and enough support in the framework of a project for students to support a lot fo choice in how they do the project and what they explore through the learning process. I need to improve on this with my biology classes.

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As a RISE teacher, we offer the content in as many ways as possible. We do the blended learning with students in person, on webex and the others complete paper copies that their parents pick up. Our students need a lot of support in just navigating the online learning systems. We have continued to practice accessing the resources with our students that are in person. We want them to be as independent as they can possibly be.

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In the RISE setting, we allow for students to turn in the work at any point during the 9 weeks for credit. The ones that are in person don't need to utilize that option since teachers are there with them to assist with assignments. The ones at home usually completely rely on family to help them finish assignments or they don't have the support at home and need additional time to work on things or get help from the teacher. We provide paper copies of work for those that request it as well.

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Choice Boards or Different Ways to Show Mastery

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Choice Boards or Different Ways to Show Mastery

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Give students a choice in how they show mastery of content. -Harper

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Meet students where they are by providing pre-assessments so their learning path starts where needed. Not a one size fits all method.

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For our in-person learners, the classroom may be distracting, so providing options for the learning to be presented but consumed and engaged with where the student works best.

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It's difficult to give my students a choice in their path when my curriculum is so structured. However, on the days that they complete independent work, they choose which order they complete their activities, as well as what books they read and what topics they explore.

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A lot of my students go back and forth between learning in-person and remotely. Being flexible with those choices and being prepared for those choices (modules, videos, and alternative ways to submit assignments when they do not have all of their materials) allows for students to have control over
their learning place at any time.

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Some students do not have access to wifi that allows them to participate in daily Webex meetings. Posting pre-recorded videos and/or detailed instructions allows for students to learn when they can. Additionally, it allows for students to focus on their work when they get an opportunity to do so. Many students are taking care of their homes, siblings, and other things. Allowing them to work at their own pace gives them an opportunity to really focus on the work when they get the time to.

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I attempt to give time choices as much as possible. Giving students power and a voice helps to develop those relationships. They see that I care about their feelings and opinions. Students that work at home can choose when they do their independent work, as long as it is completed by the end of the week. Students in my class have a much more structured schedule. When it's possible, I ask them when they want to complete something. We vote on when to take a mask break during the class. They get to choose what independent work activity to start the class with and which to finish it with. The little choices are important, and even within a strict schedule, there is always room for choices about time.

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My 6th grade Social Studies classes are currently working on a project/presentation.They were given multiple topic choices as well as product/presentation choices. They also have the option to come up with their own topic and/or presentation idea. If they choose something outside of the choices given, they just have to check in with me for approval. By providing this choice, students are more engaged and it's fun to see how excited they are to share what they have learned with the class.
I find this much easier to implement in Social Studies than in my ELA classes.

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I give the students time to work on assignments after I have given the the instructions.  I encourage them to work on any of the work I give them during wolf time. Assignments are due at Sunday by 5pm. I keep my assignments open until the end of the 9 weeks so that students can work on any late work

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I give the students time to work on assignments after I have given the the instructions.  I encourage them to work on any of the work I give them during wolf time. Assignments are due at Sunday by 5pm. I keep my assignments open until the end of the 9 weeks so that students can work on any late work

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Probably the most intentional method in my classes of choosing a path is allowing them to select a Project product at the end of each of our Design Challenges.
I feel like I create a great deal of choice in the Designs themselves as well- they choose partners often as well as methods of their design within stated limits.
I need to do a better job of choice in lead up to designs and wrapping up Challenges when we don't have projects though.  -Nate Dunn

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Kids always have a choice of where they sit and they know they have the option of working in the hallway or even in my office-whatever they need.  I think it helps that for most of our Design Challenges they are rare in seats for much of the period and much of every period are moving around quite a bit.  Providing structure for that movement is my greatest challenge....- Nate Dunn

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Kids always have a choice of where they sit and they know they have the option of working in the hallway or even in my office-whatever they need.  I think it helps that for most of our Design Challenges they are rare in seats for much of the period and much of every period are moving around quite a bit.  Providing structure for that movement is my greatest challenge....- Nate Dunn

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How quickly something "gels' with a learner- particularly when it's a NEW topic that they have little background on and no prior knowledge- is highly variable and I think we have to allow to the "soup to flavor" or the "sumption to set in" for each kid. To that end, allowing more time and being flexible with deadlines is the key. I find a good 25% of my kids are "ahead" of my pacing, 50% are on my "schedule" and another 25% are "behind". And that list can sometimes vary depending on the particular Design Challenge in my class. I do have the luxury of allowing kids to work ahead, stay on schedule, or lag behind as the only one really dictating the pacing is really me (and end of grading periods....To that end if I can adjust deadlines, depth of activities, amount of work and number of assignments to insure kids have flexible time to master a topic, I will bend the requirements to allow them the time they need to "get it".

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I have incorporated a lot of choice boards this year to allow for more freedom in what they choose to do.

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At home, at school, outside, in the hallway.. 

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At home, at school, outside, in the hallway.. 

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With the changes we've had this year, I've found that I am offering more options when it comes to where students work on their assignments for the day. If the weather is nice, the class can vote on whether we go read/work outside or inside. If they are making a flipgrid, they can choose to do it at home on their own time or go in the hallway, etc.

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I try to make everything we do into a video when possible for those that need to access at a later time! Screencasting all videos I show synchronously, and giving an overview of assignments through video on a regular basis.

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In past years, most assignments we start in class were to be turned in that day. This year, I'm allowing a lot more flexibility with due dates and giving the students plenty of time to submit their work.