Choice Boards
Class Size
Individual
Time
30-60 min
Technology
Basic
Domain
Cognitive
Difficulty
Intermediate
Delivery
Face-to-Face, Online, Hybrid
Overview
Choice Boards are tic-tac-toe style grids offering students a menu of activities for the same learning goal. Each square presents a different way to demonstrate understanding. Students choose 3 in a row (horizontal, vertical, or diagonal) to complete.
Educational Purpose
Students have different strengths and interests. A single task advantages some and disadvantages others. Choice Boards give students autonomy to select tasks that match their learning profile, increasing motivation and engagement.
Educational Psychology Behind It
Self-determination theory (Deci & Ryan) shows that autonomy is a basic psychological need. When students choose, they are more motivated and learn more deeply. Choice also communicates respect for their individuality.
Why It Works
Self-determination theory (Deci & Ryan) shows that autonomy is a basic psychological need. When students choose, they are more motivated and learn more deeply. Choice also communicates respect for their individuality.
When to Use It
Use for independent work time, review, projects, or homework. Design boards with varied task types (write, draw, build, record, solve, explain). Grade 3 and up. Works in any subject.
When NOT to Use It
Avoid making all choices equivalent busywork -- each task must genuinely demonstrate the learning goal. Avoid boards where one row is obviously easier. Do not let students always choose the same type of task.
Best Grade Levels
Grades Grade 3 to Grade 12
Best Subjects
All subjects
Step-by-Step Classroom Guide
- 1Identify the learning goal all tasks must address.
- 2Design a 3x3 grid with 9 activities. Ensure variety: some writing, some visual, some verbal, some kinesthetic, some analytical.
- 3Each activity must demonstrate the same learning goal through a different modality.
- 4Label difficulty levels so students can choose appropriately.
- 5Students choose 3 in a row to complete.
- 6Set clear quality expectations and a deadline.
- 7Students present or submit their completed tasks.
- 8Assess against the learning goal, not the activity type.
Classroom Scenario
Mr. Cruz teaches Grade 6 Science. The goal: demonstrate understanding of the water cycle. The choice board: Write a diary entry from a water droplet. Draw and label a diagram. Create a song about the water cycle. Build a 3D model. Write a news report about a flood. Design an experiment showing evaporation. Make a comic strip. Record a weather forecast. Write a quiz with answers. Students choose three in a row. One artistic student chooses the diagram, song, and comic. One analytical student chooses the experiment, quiz, and news report. Both demonstrate the same understanding through different modalities.
Sample Dialogue
Advantages
- Students choose tasks that match their strengths, increasing quality
- Autonomy increases motivation and engagement
- Variety prevents the boredom of a single task format
- Naturally differentiates by learning profile
- Easy to reuse and adapt for different units
Limitations
- Designing 9 quality tasks for each unit is time-consuming
- Some students need help choosing appropriately and may pick the easiest row
- Quality may vary widely between task types
- Requires clear rubrics that work across different activity types
Common Mistakes
- Making some tasks clearly easier than others, which removes the choice challenge
- Not aligning all tasks to the same learning goal
- Assessing the product rather than the understanding it demonstrates
- Letting students always choose the same modality, which limits growth
Variations & Adaptations
Adjust the number of tiers, choices, or contract options based on the range of readiness levels in the class.
Technology Integration
Enhance with digital tools: use Google Slides for presentations, Jamboard for collaborative brainstorming, or quiz apps like Kahoot for engagement.
Assessment Ideas
Assess through observation of participation, quality of choice, and formative checks such as exit tickets or quick writes.
Reflection Questions
🤔 What did you learn from this activity?
🤔 What was the most challenging part?
🤔 How could you use this strategy in a different subject?
🤔 What would you do differently next time?
References & Further Reading
- Tomlinson, C. A. (2001). How to Differentiate Instruction. ASCD.
- Deci, E. & Ryan, R. (2000). Self-Determination Theory. University of Rochester.