choices

1. WHAT DO STUDENTS
NEED?
CHOICES
Chapter 7 Heacox

2. Pathways Plans
• Instructional Looping
• First Step: Pre-assessment
• How are they created

3. Example of a Curriculum Pathway Plan
for Number Theory for Grade 5
 squaring numbers
Identifying factors
Identifying multiples
Identifying divisibility
Constructing
rectangular arrays
1. Create a mind map
that will help
someone remember
the number theory.
2. Develop a die or
spinner game using
prime/composite or
even/odd numbers.
3. Design your own
project using number
theory. See me first.

4. Managing Pathway Plans
1. Either your or the student must keep track of whether or
not the skill is mastered.
2. Students move as necessary to master each skill
and/or move on to challenging alternatives.
3. Students are responsible for their keeping up with their
daily work.
4. Those who loop out should be encouraged to complete
complex projects.
5. When you move into presentation of new content be
sure those who looped out rejoin the class.

5. 6. Have all projects materials available at workstations for
students.
7. Students may need to be given a folder or some other
organizational item to help them organize work.
8. Students turn in all material to be graded. Project
grades may need to be counted differently.
9. Since some students may not loop out of any skills
sessions, all students may need to occasionally be
given the opportunity to chose a project.

6. Project Menus
• Project menus are a list of assignments that can be used for
many different purposes in a classroom.
• Some activities are basic and others are more advanced and
challenging to the students.
• May be used as projects for a curricular unit, warm-up
activities, cool-down activities, alternative pathway plans once
a student loops out, or as a list of assignments students
choose from during a particular time in a unit
• Should be graded using rubrics that the student has access to
• You may choose to code your projects in some way to guide
them toward particular activities that you want them to
complete. (Don’t tell them how they are coded and why!) Some
students may need to be told which are best for them to
complete.

7. Challenge Centers
• Provides with tiered assignments and encourages them to
work independently
• Uses the concept of learning centers or stations
• May be used a part of your unit, alternative assignments
for those who loop out, warm-ups, and cool-downs

8. Challenge Center Guidelines
1. It must focus on specific
learning outcomes.
2. Since they are for all
students, think about the
level and complexity of the
challenge.
3. Use a variety of materials
to respond to a wide
variety of student abilities
and interests.
4. Determine which activities
should individual
assignments and which
are for the group
5. Include short-term and
multiple sessions projects
6. Give step-by-step
procedures on work cards
7. Design an evalulation
checklist for the projects
8. Provide all needed
materials and/or resources
9. Provide students with a
worklog
10. Give examples, samples,
or models
11. Organize workcards,
checklists, and all
materials so students can
work alone

9. Spin-Offs
• Projects determined by student interests
• May be done independently, with a partner or in groups
• You provide a general topic related to the unit (or part of
the unit) then let the students use their imagination
• You decide how much (or how little) direction you want to
give the student
• May be teacher-directed (teacher requires a certain
content or key idea) or student-directed (student chooses
their on topic, content, and product)

10. Guidelines for Spin-Offs
• The students are allowed to make many decisions in
response to their interests.
• It is best to provide class time to work on these projects
instead of at home.
• You may have to help the student narrow down to project.
• Give them a format for recording resources.
• Provide a worklog
• Provide an evaluation checklist
• May be best to have student reflect on their project to see
what was learned