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    Democracy: Developing Autonomy and Positive Orientation Through Choices

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    time space education
    Trusting students to make positive learning choices empowers and engages them to connect with their learning.

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    Democracy: Developing Autonomy and Positive Orientation Through Choices

    Uploaded by

    time space education
    124 views3 pages
    Trusting students to make positive learning choices empowers and engages them to connect with their learning.

    Original Title

    Choices

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    Trusting students to make positive learning choices empowers and engages them to connect with their learning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    124 views3 pages

    Democracy: Developing Autonomy and Positive Orientation Through Choices

    Uploaded by

    time space education
    Trusting students to make positive learning choices empowers and engages them to connect with their learning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The key takeaways are that giving students choices in their learning encourages curiosity, independence, responsibility and engagement. It allows students to take ownership of their learning.

    When students are given choices in their learning, such as where and how to complete tasks, it encourages them to be more engaged and focused on their work. Making choices gives students a sense of autonomy and responsibility over their education.

    Teachers can give students choices in where they complete tasks, what tasks they work on, how they spend their time during certain periods, and how they demonstrate their understanding.

    Democracy

    Developing Autonomy and Positive Orientation through


    Choices

    Students become more engaged and more task-focused when they


    are trusted to make responsible decisions. Allow students freedom to
    make choices about their learning. If students have freedom to make
    choices then they will maximize their learning experiences.

    Choice generates curiosity and adventurous thinking.


    Choice creates momentum.
    Choice allows for more in-depth inquiry.
    Choice encourages independence and builds self-esteem.
    Choice makes learning matter for kids.
    Choice encourages metacognition and reflection.

    Brad Buhrow & Anne Upczak Garcia. “Ladybugs, Tornadoes, Swirling


    Galaxies.” Portland: Maine, 2006.

    Trust students to choose work locations

    Give students a choice about where they can learn. After assigning a
    particular task, teachers can let students choose where they will
    complete their set task. This may be in the library, a common shared
    room or somewhere other than their usual assigned desk. Students
    develop a sense of responsibility when they decide where to work.
    Elementary teachers may need to ask students to choose from a list
    of possible options. Teachers typically set explicit time limits for
    completion of the work and outline specific criteria for success.

    Trust students to choose tasks

    Teachers can encourage responsible decision-making by trusting


    students to choose from a variety of academic tasks. Not all the
    students in the class have to be working on exactly the same
    assignment at the same time. Provide a variety of learning options to
    students and let them decide on what they do. This allows them to
    work on something they are excited about and honors them as
    learners, which builds trust and independence. Give students two or
    three learning tasks to choose from and have then decide on what
    they work on. Telling students that they have to work on something
    out of compliance has no where near the same effect as letting
    students choose a task that they connected to and interested in.

    Trust students to choose how to use their time

    Give students a choice in what they want to do. Show students that
    they too have a say in their learning. Allow students to decide on
    what they want to do during those odd periods in the schedule.
    Brainstorm some options about what students want to do and the
    teacher becomes the observer, the ‘kid watcher’. Such an experience
    as this provides an opportunity for the teacher to observe how
    students collaborate, cooperate, communicate, consolidate, connect
    and commit to their learning. Set aside a time once a week and
    outline a few tasks that students could accomplish during that time.
    Clearly explain and describe the criteria to succeed and to achieve
    their learning goal. At the end of that time, the teacher and students
    can examine how much the students accomplished. For the students
    who did not complete their task the teacher and student can
    conference on how to better manage time to be more effective and
    organised.

    Trust students to choose how to express their understanding

    Trust students to share and show their learning in their own way.
    Provide options for students to demonstrate their knowledge and
    understanding through their strengths. Teachers who know their
    students and students who know themselves as learners can be more
    effective when expressing their understanding. Using multiple
    intelligence is an excellent way for students to identify their strengths
    and weaknesses. Once students know how best they learn, they can
    then share their work accordingly.
    Trust students to choose evidence

    Give students a choice in how they show their understanding and


    knowledge for portfolios and conferences. Give students freedom in
    what they include in their portfolios to share and demonstrate the
    learning process they experienced. Evidence reflects students’
    strengths and weaknesses.

    Trust students to choose their audience

    Let students choose their audience and expand the number of people
    to further build a community of learners. Depending on what
    students are learning and their skill set trust that they can select
    certain people from the community to support them and share ideas
    and thoughts. Use the people within a school and ask those people if
    they know other people who know people if they can contribute their
    expertise. Open the door and invite as many people who are willing
    to share their personal experiences and knowledge with students.

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