In order to foster student responsibility for one's learning, students must be presented with the ability to choose the medium by which they plan to exhibit their achievement. This can be expressed by a student taking the requirement laid out for them and translating them into the format or medium which they desire. This is important as it builds a sense of responsibility in students as they were able to choose the grounds by which they are graded.
Modeling entails the process by which a teacher is able to show students a desirable outcome or and effective effort for an assignment. This section can come in the form of "think aloud" for the teacher in which they share what their process looks like as this will give students a rough basis to work around as they take on their tasks. This is important as it serves as the foundation for what expectations a student is required to meet.
A teacher must create a rubric that runs through all aspect of the project as well as what these aspects may look like at a variety of achievement levels. It is vital that they rubric must focus on the requirements of the project rather than that of any specific platform as this protects a students choices. A rubric is important as it serves as a clear and succinct chart for what a student is expected to produce.
Students must be given many opportunities to explore, create and work in a new platform. Similar to working out at the gym; one bicep curl won't give you the results you want. This is true as well for our platforms. Students need the opportunity to explore at their own pace as this will build a sense of comfort and confidence that will propel student to exhibit their best work. Multiple experiences are an important aspect to the learning and habitualization of a new platform.
A robust offering of an "Allowed Choices" model should equip students with the tools they need to make these choices. This is achieved via both modeling as well as multiple exposures to a students platform toolbox. further A student should understand the requirements of their assignment via the rubric. All this combined will allow the student to take responsibility for their learning and give them the opportunity to make the choice on how they plan to show off what they've learned or the skills they've acquired.
An example of this can look like a student who's been tasked with a project to exhibit their knowledge of Civil War era thinking. The student is prepared to make a choice of how they want to show what they know as they are well equipped with a set of resources and platforms which they have had multiple exposures in and feel confident in using as they have seen how their teacher has modelled its use for them. From here they will see a rubric which defines the grounds by which they are being graded on in a clear way that illustrates what success looks like. This sets up our student nicely to take charge of this project and present their best work in a way that is unique and personal to them.