Providing Student Agency with Choice Boards in an Upper School Setting

As technology continues to evolve in the classroom, students are provided with more and more ways to represent their learning. Student agency, which “refers to learning through activities that are meaningful and relevant to learners, driven by their interests,” has become a must in our classrooms for the 21st learner. Providing students with voice and choice in how they learn has become imperative. As educators, we must continue to consider how we might allow students the opportunity to show their learning through writing, projects, videos, reflections and so on. There is no longer a “one size fits all” approach or interest level from our students. But how? How do we continue to meet our learners’ needs, follow our curriculum, and so much more, all while allowing for student agency?

Recently, I partnered with a French teacher who was looking to do just this. As part of her curriculum she has her students read “Little Prince” and in the past they have responded or reflected upon their reading through 6 various projects. For example, students would all respond to a prompt on Flipgrid. When we met, she said that her objectives were still the same (objectives first, technology second), but that she was ready to revamp the unit as a whole. She was ready to allow students to take the lead. As we dug deeper into her learning objectives, we wanted to keep student agency at the front of the process. In order to do that, we chose to create a choice board in which students would pick 4 of the 8 options throughout the unit to show their learning. One of my favorite options is the “Partner with a MS student” option. Students in her Upper School French class would partner with a student who is in French in Middle School, read an excerpt of the French novel, and reflect upon the excerpt with that student. What a great way to provide cross-divisional connections as well.   Screen Shot 2019-03-25 at 9.16.56 AM

Within our classrooms there are artists, writers, graphic designers, bloggers, athletes, performers, to name a few. Why not leverage those talents and interests in all of our classrooms as opposed to mandating the same project and outcome each time? By creating a choice board, she is allowing students to be in the driver seat of showing their learning in creative ways that interest them. We also chose to create an “other” category. Why limit them?  There may be a student who has a creative way to represent learning and growth and by providing an “other” category, we are not limiting their creativity or communication.

Throughout the unit, students are to look for two overarching themes in addition to specific themes for the set of chapters. When students choose a way to represent their learning from the choice board, they must also discuss themes, main ideas, symbols, lessons and so on. The French teacher is having her French students include English learning objectives in her projects!!! (Yes, that deserved three exclamation points.) She discussed the importance of wanting her students to recognize the fact that themes, symbols, and lessons exist in all books that we read – not just in an English class. Talk about cross-curricular!

As students work through the 6 units while reading the novel, they will work in pairs to discuss the units. However, each choice board above is completed on an individual basis. For the 2 units that the students are not choosing an option from the choice board, students will be choosing a more traditional assessment – reflection paragraph, quiz, oral presentation, etc. Upon completing the novel, students will write 2 in class essays as well as participate in class discussions.

Project Requirements/ Explanations:

all work will be done EN FRANÇAIS


  • use Canva
  • Who is your audience? How would you give them the important facts about this unit?
  • What visual representations would help support your unit discussion?

Literary Comparisons

  • Find 3 works of art (movie, tv show, song, books, etc.) that you can compare to a character, event, lesson, etc
  • Think about the themes of le découvert or la quête
  • You will write 2 reflections and give 1 oral presentation


  • Using information from the unit, create a scrapbook page that would allow your audience to reminisce upon the importance of the chapters in this unit.
  • Include quotes (and your explanation of their relevance), the lessons taught (with examples), key events, etc.
  • Your page must be aesthetically pleasing.

Travel Brochure

  • Create an additional destination for LPP as he travels – be creative in what format you use!
  • Where would he go? What would the planet look like? Who would he meet?
  • What new message would he learn OR how would a lesson from the unit be recreated while staying true to the themes from the unit?

Partner with a MS Frenchie

  • Choose a brief excerpt from the unit.
  • Create a reading discussion guide for the events, key ideas, etc.
  • Meet with and read the excerpt
  • Discuss (perhaps in a formal interview, open ended questions, or some other idea)
  • Reflect on what you observed, what the MS student expressed, what you learned from the experience
  • Hand in your written reflection on the process

Cultural Connection

  • There are so many different ways to read LPP, research the author, the historical context of the novel, a philosophical reading of the text, etc.
  • Reflect on your findings and the connection(s) to the characters, themes, ideas from the unit
  • Present your reflection ORALLY to Mme Tate


  • Choose a way to represent your learning that is not listed on the choice board.
  • Share idea with me for approval.
  • Let the creativity flow!

Board Game

  • You may work in groups (no more than 3 students) or alone
  • Create a “board game” to review the characters, events, symbols, lessons, etc.
  • You may choose this for any unit, however can only be done upon completion of the ENTIRE book

Works Cited:

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