The focus of the presenter's graduate school action research project was to analyze whether the use of choice in assessments for secondary learners helps to personalize learning and engage advanced learners within the regular classroom.
This session will focus on one example of how choice was utilized in a secondary United States History class to help engage students. Through choice students were able to choose projects that most match their strengths and interest while still achieving the designated objectives for the assignment. This research is based on observations from two years of teaching and one year of implementation.
Participants will learn about one way of utilizing choice within the regular classroom. Participants will also get the opportunity to collaborate with others about how they can utilize choice within their own educational setting.
NAGC Standards AddressedStandard 2: Assessments2.4. Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
- 2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.
Standard 3: Curriculum and Instruction3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.
- 3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the needs of students with gifts and talents and those with special needs such as twice-exceptional, highly gifted, and English language learners.
- 3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content for students with gifts and talents.
