Learning Contracts
Class Size
Individual
Time
1-2 weeks
Technology
Basic
Domain
Cognitive
Difficulty
Advanced
Delivery
Face-to-Face, Online, Hybrid
Overview
Learning Contracts are written agreements between teacher and student that specify what the student will learn, how they will demonstrate learning, and by when. The contract individualizes the learning path while holding students accountable to clear standards.
Educational Purpose
In a whole-class approach, all students do the same work at the same pace. Learning Contracts allow students to work at their own pace, choose their resources, and select their demonstration method while meeting the same learning goals.
Educational Psychology Behind It
Self-regulated learning research (Zimmerman, 2002) shows that students who set goals, monitor progress, and self-evaluate learn more deeply and develop stronger metacognition. Contracts scaffold this self-regulation.
Why It Works
Self-regulated learning research (Zimmerman, 2002) shows that students who set goals, monitor progress, and self-evaluate learn more deeply and develop stronger metacognition. Contracts scaffold this self-regulation.
When to Use It
Use for independent projects, research assignments, or self-paced units. Best for Grade 5 and up, especially for gifted or self-motivated students. Works well in any subject with clear learning goals.
When NOT to Use It
Avoid with students who lack self-regulation skills without scaffolding. Avoid for topics requiring direct instruction. Do not use contracts as a way to avoid teaching -- they complement, not replace, instruction.
Best Grade Levels
Grades Grade 5 to Grade 12
Best Subjects
All subjects
Step-by-Step Classroom Guide
- 1Identify the learning goals and standards for the unit.
- 2Meet with the student to discuss readiness, interests, and learning profile.
- 3Co-create the contract: What will you learn? What resources will you use? How will you demonstrate learning? When is it due?
- 4Both teacher and student sign the contract.
- 5Students work independently on contract goals during designated times.
- 6Hold weekly check-in meetings to monitor progress and adjust.
- 7Student presents or submits their evidence of learning.
- 8Assess against the agreed-upon criteria.
Classroom Scenario
Mr. Garcia has a Grade 9 student who is advanced in Science. Instead of redoing content she already knows, he creates a learning contract: She will research renewable energy in the Philippines, interview a local engineer (virtual), write a position paper, and present to the class. The contract specifies weekly check-ins, resource list, and presentation date. She works independently during Science class while others receive direct instruction. Her final presentation teaches the class about solar potential in the Philippines.
Sample Dialogue
Advantages
- Individualizes learning while maintaining clear standards
- Develops self-regulation and time management
- Respects student readiness and pace
- Creates ownership through agreement
- Provides a clear structure for independent work
Limitations
- Time-intensive to create and monitor individual contracts
- Requires students with adequate self-regulation skills
- Check-ins can be hard to schedule with many contracts
- Not all students are ready for this level of autonomy
Common Mistakes
- Not scheduling regular check-ins, leading to last-minute cramming
- Making contracts too vague about what constitutes success
- Using contracts to remove the student from class rather than enrich
- Not co-creating contracts so students feel ownership
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 differentiation, 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
- Zimmerman, B. (2002). Becoming a Self-Regulated Learner. Theory Into Practice, 41(2).