In fields such as architecture, fashion, and music, trends come and go. Some, like blue jeans or jazz, are long lasting, while others like Greco-Roman columns and 1970s disco have their place in the past. One can say the same about the field of education. Pedagogical trends are ever changing, some more abiding than others. In the current era of education, one pedagogical practice, popularized by both periodicals and district-wide professional development, is student choice, also called personalized learning. This practice includes providing students with options, from topics to methodologies, that the student will use to meet their learning goals. Examples of personalized learning include open-ended assignments, the ability to self-pace, and learning menus.
Will student choice be another fad replaced a few years from now? What type of data supports the success of student choice? Does student choice actually increase student engagement as we are led to believe? Student choice is about motivating and empowering students to take control of their learning. Students become active participants in the selection of the mode of learning, and this leads to a feeling of ownership. This strategy falls under self-determination theory, which states that choice is central to supporting feelings of autonomy, motivation, and relatedness. This is especially important when many adolescents often find coursework to be irrelevant. How many times have teachers heard students ask, “Why do we have to learn this?”
When connecting to adolescent students, it is very important that assignment options be valuable and relevant to them. Understanding value and relevance occurs from a connection between the task and the individual’s interests, hence it personalizes learning. Studies suggest that student choice leads to an increase in students’ self-confidence, efforts to go beyond task requirements, and in the time spent on tasks.
Student choice, commonly referred to as personalized learning, is a deliberate instructional strategy. It is not the same as freedom. We, as teachers, cannot expect students to naturally embark upon meaningful and achievable tasks simply by leaving them on their own. We are to be mentors who guide our students. Options should be offered in the form of a list or choice board based on students’ needs and interests. This is in order to limit students feeling overwhelmed or frustrated by unlimited choices . I do this with many of the project assignments in my class. For example, when completing a project on impactful Americans, students may choose from writing an essay, creating a presentation, or making a poster. This year I plan to add write a rap song to my list. It is interesting to see which students choose which project type. Several will ask me “which is easiest?” to which I reply, “it depends on your strengths and what you prefer,” but I will often guide the student to the option I think best matches their talents based on previous assignments.
Online platforms are inventing new forms of instruction for the advancement of classroom pedagogy. So, how does educational technology fit in to personalized learning? First, what it is not is a simple replication of face-to-face instruction and traditional classroom-style practices. Usage of Chromebooks or iPads is not to replace textbooks, but to take advantage of the unique opportunity provided. Professional development on the SAMR model, created by Dr. Ruben Puentedura, utlines four levels of technology integration. These levels are Substitution, Augmentation, Modification, and Redefinition.The list of educational technology formats that meet AM & R, such as Nearpod, Canva, and EdPuzzle, is growing every year while existing sites continue to expand offerings to teachers and schools.
There are several advantages of using educational technology in the classroom. The inclusion of educational technology has been found to increase both student choice and engagement in how they learn. Students can demonstrate understanding much more quickly than with written assignments. Students are provided instant feedback that is encouraging and helpful. This reassures students of being on the right path, and gives them the confidence and motivation to continue learning as opposed to giving up on an assignment that might be too confusing or challenging.
Teachers who create an environment that takes into consideration adolescent-defined goals and values which satisfy self-determination theory, enhance students’ motivation, engagement, achievement, and overall well-being. Choice also communicates to students that the teacher cares about their needs and respects them as developing individuals When teachers provide choice, it demonstrates to students that the teacher trusts them by giving credibility to their preferences.
Student choice in the classroom is driven and supported by federal policy, the Every Student Succeeds Act (ESSA), as well as private initiatives like The Gates Foundation. The quantity of discussions centered around the definition of student choice and the advantages of personalized learning is growing, especially in how technology can impact student engagement. Ultimately, student choice is about ownership; ownership that leads to engagement and empowerment.