Think about a time when one of your student's eyes lit up when they found themselves immersed in a project that was perfectly aligned with their passions. It's like they were tapping into the deepest parts of their heart and soul, creating something that was truly their own. These moments of self-directed exploration and creativity are absolutely priceless and remind us why we got into teaching in the first place. But what about the smaller choices we offer to students - the ones that may seem insignificant but are, in reality, just as crucial. These are the choices that allow them to shape their educational journey in ways that are meaningful to them, allowing them to forge a path that is uniquely theirs. The beauty of choice is that it can take on many forms, shaped by the rhythm of the school year, the individuality of each student, and the specific nature of the project at hand. No matter the variables, choice and student agency is the foundation upon which we build learning environments that are rich with meaning, where every student knows that their voice is not only heard, but truly valued and cherished.

Great teachers prioritize providing students with more opportunities to make decisions in their learning process. Allowing students to make choices communicates respect for their individuality and meets them where they are in their educational journey.

The 2020-21 school year, with the switch to virtual learning through platforms like Zoom, introduced new choices for students, such as whether to have their camera on or off and whether to mute themselves. In response to these changes, teachers adapted their strategies to offer more choices to engage students, such as the option to answer questions out loud or in the chat, or to work on assignments individually or in breakout rooms.

Incorporating student choice can be simple and doesn't require a complete overhaul of teaching methods. For example, during a poetry lesson, students could choose how they wanted to annotate a poem and what parts of the poem to respond to. During independent reading time, students could choose any book they wanted to read. Additionally, when reading a class book, students could choose whether to read along with the audiobook, read aloud in a small group, or read independently.

Offering choices such as these doesn't require significant additional time or effort on the part of the teacher, but can make a significant difference in a student's willingness and ability to engage with the material. It also helps build a positive classroom environment where students feel comfortable expressing themselves in their own ways.

Within the realm of literacy alone, research shows the power of choice. A 2012 study found that young kids who completed mandatory reading logs turned into less enthusiastic readers compared to students who logged their progress voluntarily. Another study of eighth graders revealed that when students shifted from assigned reading to choice reading, there was “increased reading volume, a reduction in students failing the state test, and changes in peer relationships, self-regulation, and conceptions of self.”

Offering students choices—making it a regular dynamic in the school day—isn’t a recipe for chaos. It goes without saying: Rules and boundaries are necessary in schools and classrooms to keep kids and adults safe and productive. But by centering choice, educators signal openness to negotiating the middle ground and offer students scaffolded opportunities to practice decision-making, explore their academic identity, and connect their learning to interests and passions. This can be a small but consequential mindset shift that acknowledges and respects students’ humanity and recognizes the fundamental importance of agency.

Providing students with opportunities to make choices in their learning is an important aspect of respecting their individuality and meeting their educational needs. This can be done in a variety of ways, from offering small choices in daily lessons to incorporating larger choices in long-term projects and assessments. Ultimately, the goal is to empower students to take ownership of their learning and engage with the material in a way that is meaningful to them.