The Power Of "Yes"

In the customized classroom, flexible timing and leveled content get most of the glory.  However, there are other aspects of customization that are just as valuable.  One of these aspects is means. In our customized classroom, students have learned and shown their learning in the following ways (and more):

• Created a sculpture out of snow
• Made a documentary video
• Made a cube info display
• Took a quiz
• Made a model out of cardboard and construction paper
• Had a conversation with the teacher
• Created a virtual world
• Made a model out of clay
• Read from a textbook
• Created a three panel display
• Made a board game
• Generated an electronic organization web
• Read online content
• Made a CD cover (with track titles)
• Discussed content with other students
• Answered a written constructed response question
• Played on online game
• Made a DVD cover
• Visited an online interactive museum gallery
• Developed a picture book
• Made a brochure
• Created a multimedia game
• Played a live game
• Created a comic strip
• Watched a video lesson
• Made a model out of homemade playdough
• Created a computer presentation
• Engaged in a simulation
• Searched online for related content
• Created an animation
• Wrote a narrative or essay
• Made a poster
• Made a model out of homemade paper mache

That's quite a list, and it's far from complete. One of the great features of the customized classroom is that it allows teachers the freedom to say "Yes" to students with these creative learning ideas. For many students, this instantly opens the door to new ideas and activities. For others, the act of considering and selecting from a wider variety of activities is itself a valuable learning experience. Perhaps best of all, accessing and demonstrating mastery of content in a variety of ways is self perpetuating. For example, when a pair of students worked outside my classroom window on a project made of snow, others began to see the possibilities themselves. When a student made a paper mache sculpture of Maine's Mt. Katahdin, other students were seen soon thereafter creating their own paper mache sculptures of Mt. Kilimanjaro and Mt. Washington. Again and again, creative projects inspired other students to develop projects of their own, projects that often required higher levels of thinking than a typical assessment.

So, the next time a student asks one of those, "Can I...?" questions, consider saying, "Yes!" You and your students will be glad you did!