1. Norton School Teaching Series
Write down ways that you have used choice in the past? Write down what you think you would have liked to be able to choose as a student? Later on write down/discuss things that you would be okay using with choice and thigns that you would not be okay giving a choice
Incorporating The Element of Choice: Practices in Course design & student learning
Darin Knapp, Ph.D., CFLE
February 2, 2018
Norton School Teaching Series

2. Outline Introduction Activities Review Literature Provide Examples
Review Student Feedback
Conclusion Activity
Recommendations

3. Introduction activity
Imagine that you are a student attending a college course that you are really excited about. The topic is really interesting to you, and you think this class will help you in your future profession. On the first day of class, the professor tells you that for the final project, you can either make a presentation or that you can write a paper and that there are very similar requirements for both, other than how they are actually submitted.
Which do you choose, and why?
What do you consider as you’re deciding?
Spend a moment reflecting about your choice, and then share with a partner/small group

4. Introduction activity
Imagine that you are a student attending a college course that you are really not excited about. The topic seems kind of boring to you, and you are mostly taking this class because it fills a requirement for graduation. On the first day of class, the professor tells you that for the final project, you can either work together on a group paper within a group of your choice, or that you can write your paper individually.
Which do you choose, and why?
What do you consider as you’re deciding?
How is it different/similar to your response to the first scenario?
Spend a moment reflecting about your choice, and then share with a partner/small group

5. Introduction activity
Option 1
Option 2
Think about a time in the past when someone was trying to teach you something new to you
As you reflect, write down your thoughts and feelings about how your individual choice/agency impacted that learning experience for both you and the person teaching you
Think about a time in the past when you were trying to teach someone something new to them
As you reflect, write down your thoughts and feelings about how the other person’s individual choice/agency impacted that learning experience for both you and the person being taught
Monopoly math example

6. Research about choice & learning
Choice-based learning corresponds to the progression toward greater employee autonomy in the workplace (Lewis & Hawyard, 2003)
Many researchers cite Self-Determination Theory when discussing choice in learning
Autonomy is 1 of 3 essential needs that drive human behavior (Ryan & Deci, 2000)
Autonomy is rooted in intrinsic motivation
Intrinsic motivation increases when we choose to engage in something of interest (Patall, )
Needs that drive human behavior: autonomy, competence, psychological relatedness
Competence- when you get positive feedback about something, you feel more competent in it and it fills your need
Positive Effects of Choice:
Enhanced interest
Improved task performance
Increased enjoyment
Better subsequent learning
Increased effort
Preference for challenge
Greater persistence on a task
Creativity
Enhanced perceived competence
(Cordova& Lepper, 1996; Patall et al., 2008; Patall et al., 2010)

7. Research about choice & learning
Choice is one way to increase perceived autonomy, which is linked to increased student engagement (Patall, 2013; Patall et al., 2008)
Choice has been associated with the most positive—and rarest– type of engagement profile, full engagement (Schmidt et al., 2018)
This is especially true compared to students who have no choice
Other effects may depend on the type of engagement being measured (Flowerday & Schraw, 2003)
Personal feedback has been largely positive
Context of choice may be what is most important (Patall, 2013)
Type of course
Type of choice
Personal likes/dislikes
Personal motivation or lack thereof
Etc.
Needs that drive human behavior: autonomy, competence, psychological relatedness
Competence- when you get positive feedback about something, you feel more competent in it and it fills your need
Momentary engagement, reluctant engagement, rational engagement, pleasurable engagement

8. Types of Choice
Different types of choices may have different impacts on various aspects of learning (e.g., engagement; Schmidt et al., 2018)
Which types of choices yield biggest payoffs for student learning and engagement?
Types of choices
Assignments
Due Dates
Exam questions
Group membership
Topic
Individual choice vs. class-wide choice
Etc.

9. Examples of Choice In My Courses
Extra Credit Options
Format of the current event
Due Dates

10. Examples of Choice In My Courses
Writing Assignments
Topics
Due Dates
Type of Assignment
Options between two papers
“There will be two paper deadlines, and on one deadline you will submit this paper and the other you will submit the Case Study Analysis Paper. You get to choose which paper to submit at which deadline, as long as one paper is submitted by each. See the Course Calendar for deadline dates.”

11. Examples of Choice In My Courses
Group Projects
Sign-up by Topic
To encourage them to choose something of interest (intrinsic motivation!) rather than basing the decision solely on who is in their group
Type of Project
Community advocacy project can take many forms

12. Examples of Choice In My Courses
Exam Questions
Add to 10 points
Choose 2 of 3 (or something similar)

13. Examples of Choice In My Courses
In-Class Activities
Clip vs. Clip
Small group discussion vs. Individual writing reflection
Handouts with multiple case studies, their group chooses which to discuss
Case Vignette Jeopardy

14. Student feedback
“The choices were good. I felt like there was something for everyone and it made me not lose focus during class—I was engaged in learning the whole time!”
“I wrote one case study about something I was very familiar with and one case study about something I had never even learned about before this class, and I think writing both sections helped to understand class concepts better and they helped to practice empathy and humility.”
“Enjoyed flexibility for us to choose what we wanted to write and learn about.”
“I liked that we were able to be creative in display [sic] our knowledge by choosing what we did.”
“I really liked that I was able to display my knowledge on two topics of my choice. Effective way to show what I learned in class.”
“Being able to write about what interested me the most was really helpful.”

15. Conclusion activity Option 1 Option 2
Write down or discuss ways that you have tried to incorporate student choice into your teaching in the past
Potential reflection questions
What worked well?
What did not work well?
Would I do that again?
What would I change if I did that again?
Think about a specific course you teach, and write about or discuss each of the following questions:
In what ways would you be willing to give students more choice in your courses?
In what ways would you be unwilling to give students more choice in your courses?

16. Recommendations for implementation
Create opportunities for choice that are
Doable from an instructional perspective
Natural within your teaching style and content area
Fair to all students regardless of which choice they make
Actual choices from a student perspective
Bounded to provide structure
Encouraging students to take an active role in their learning by offering choice is important, but choice-based learning should be implemented with structure and strategies in place for students to achieve educational goals(Jin et al., 2016)