By Alexandria Mooney

Despite having only been teaching for seven years, which compared to some is barely any time at all, I feel that I have settled into a good routine and teaching style/strategy in my classroom. Because, like I’ve said before in a previous blog post, you own your classroom and what goes on inside its walls.

One of the things I have seen time and time again that seems to bring out not only successes in students, but also evidence of high-quality work, is when students are given a choice to complete a given task, assignment, or project. I call these “Menu” projects, because students essentially are choosing from a menu of project options what they want to complete in order to demonstrate that they know and understand a topic.

Now, there is a catch to the “Menu” project option: the teacher has to come up with not one but multiple ways to complete the task, assignment, or project, as well as multiple rubrics and grading components. Given this, the “Menu” project may not be an option for every single task, assignment, or project in your class. However, for larger projects or summative assessments, this type of model might be just the right fit.

Yes, they take longer to develop and grade, since there are so many varying components for each project type. However, the results that the students produce (and in turn what they learn and demonstrate that they have learned) seem to be immensely worth it.

Using my own classroom teaching and experience as my research, I have found that when students (middle or high school level) are given a choice as to how they want to demonstrate their knowledge and understanding of a concept or topic, their product is of higher quality than if they were all assigned the same blanket project.

Earlier this year, I had my technology class complete a project demonstrating their understanding and use of Google Drawing. Instead of giving them all the same project (e.g., create a dream home layout), I gave them a menu of eight options from which they could choose. I will admit this assignment took me longer to write the directions, rubric, and criteria for than any other project we’ve done this year (and it took me longer to grade, as there were eight different rubrics). However, the quality of work students turned in definitely surpassed that of non-“Menu” projects. I believe students were able to select a project that really interested them, which then resulted in an increased work ethic and engagement with the project.

If you are a teacher, I encourage you to look at giving your students a “Menu” for their next big task, assignment, project, or assessment. It’s worth putting in a little extra work time on your end because you will gain increased engagement from your students, higher-quality work, and a stronger work ethic. “Menu” projects continue to be a favorite of mine—as well as my students—and will be an ever-present entity in my classroom for years to come.

Alexandria Mooney teaches technology at Ursuline Academy in Kirkwood, Missouri. She has a bachelor’s in secondary education and history, and a master’s in educational technology. In 2012 she became a Google Certified Teacher and is also a self-described tech nerd, Apple lover, history buff, root beer enthusiast, avid reader, unofficial movie critic, photographer (picsandpawsphotography.com), world traveler, micro-blogger (@MrsMooney12), insta-overgrammer (@mooneyalex12), reality TV addict, former division-one softball player, #googleglass explorer, self-proclaimed meteorologist, devoted wife to a crime scene investigator, and, most importantly, a mama to Patrick and a beautiful 9-year-old dachshund/terrier mix named Scooter (@Scooter_the_Dog). Visit her at: http://mooneyclasses.blogspot.com/

Have you used "Menu" projects in your classroom? Do you have an idea for a "Menu" project teachers could use? Please share your thoughts in the comment field below.