Choice is powerful.
We want students to make decisions about their learning. We want them to know themselves well enough to choose a book, a place to work, a way to practice, or a next step that will help them grow.
But meaningful choice takes experience.
Think about choosing a book.
A student who has explored different genres, discovered authors and series they love, and learned how to find books that interest them has a lot to draw from.
The same is true when students choose how to practice their learning independently.
First, they need a repertoire.
We teach one way to practice and give students time to become successful with it.
Then we introduce another.
We teach what it looks like. We talk about why someone might choose it. We practice together and give students time to experience success.
Over time, the possibilities grow.
A student might know how to settle in with a book and read independently. They might know how to work on a piece of writing, practice words, read with a partner, or listen to fluent reading.
Now choice can become more thoughtful.
Students have experiences to draw from as they begin asking themselves:
What am I working on?
What kind of practice would help me?
What can I do successfully on my own?
That is a much bigger decision than simply choosing an activity.
And each new option we teach gives students another way to take responsibility for their own learning.
Here’s something to try this week:
Look at one place in your day where students have choices.
Think about what they are choosing between.
Choose one option and ask yourself:
Have I taught students how to do this successfully on their own?
Spend a few minutes revisiting its purpose, what success looks like, and when it might be a useful choice.
Then give students another opportunity to practice it.
As their repertoire grows, students have more ways to keep learning independently—and more ability to make decisions about what they need.
Gail
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