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Identify one or two ways you can, as Dr. Black says, “build a structure [in your classroom] that also has a level of flexibility.”
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I map out my lesson plans, but I also let the mastery demonstrated in my classroom dictate when we move on to the next concept. I try to make sure that if we need to spend more time on a concept, we do it, and don’t just push things along for the sake of “staying on the timeline.”
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Offering students a “choice board” to complete assignments helps to provide flexibility. I also consistently utilize both tests and projects as modes of formal assessment.
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My course does quarterly reading projects outside of our literature curriculum. Instead of assigning a book for each quarter (or letting students choose any that they like), I’m going to have a variety of “approved” books they they can choose from. That way, I’ll have read the texts, they are getting the information I want them to get, but they have a level of choice in the matter.
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I like to allow flexibility by structuring various assessment types in my course. I present the options, but the student can choose.
I have also asked a course before if they felt that they were ready to move on to new material or if they needed another day with the current unit. On review days, I let students email me questions in advance so they can determine what we need to work on.
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My classroom is very structured and students know what to expect. If I feel I am “losing” my students, I stop and think of a different approach to teaching the same thing. We have brain breaks so students are ready to move on to the next activity. When we are doing projects, I allow my students to make posters or create a PowerPoint for their presentations.
