Definition: A variety of learning opportunities that offer students choice and voice as to how they wish to meet the learning goal or intention.
What Makes Quality Learning Menus?
- Includes learning intention, the “Why” of learning, and success criteria to focus learning.
- Multiple tasks that connect to the learning intention AND success criteria.
- Aligned to priority, focus or essential standards.
- Provide students choice in meeting the learning intention.
- Tasks may be ordered on the menu by surface to deep – they will need to be proficient with surface level tasks to go deep.
- Tasks may be categorized on the menu (ie: number sense, problem solving, comprehension, etc.).
- Tasks can repeat (use an (R) to communicate this) if it is a skill or concept that would benefit from multiple opportunities for deliberate practice.
- Task descriptions are clear and concise.
- Vocabulary should be defined for parents and students.
Choice Menus. (n.d.). www.cultofpedagogy.com from https://www.cultofpedagogy.com/wp-content/uploads/2014/11/Choice-Menus.pdf
Differentiating with Learning Menus. (n.d.). teachingchannel.com from https://learn.teachingchannel.com/video/differentiating-instruction
Learning Menus: Textbooks a la Carte. (n.d.). In www.teachinghistory.org. https://www.teachinghistory.org/best-practices/teaching-with-textbooks/25584
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Also Known As:
Choice Boards, Choice Menus, A Form of Differentiation