Students help drive their own learning. They make meaningful choices about what, how, and why they learn, and take responsibility for the outcomes.
The arc has two movements. Choice becomes more substantive. And ownership shifts, from the teacher directing to students self-directing. A practice reaches Sustaining when students take real responsibility for their learning, and the structure makes that possible for all of them.
Evidence base: research on student agency, autonomy-supportive teaching and self-determination theory, and voice and choice.
Start with the goal
Know the learning goal and the choices available to reach it.
Understand that they share responsibility for their own learning.
Do make meaningful choices and follow through on them.
Equity and BelongingChoice without support advantages students who arrive ready to self-direct. Equitable agency means scaffolding choice so every learner, not only the confident few, can exercise it.
Technology and AIAI enhances learning only through critical use and evaluation. Each practice names what that looks like. Treat outputs as drafts, check for accuracy, bias, and false agreement, decide when not to use the tool, protect your own thinking, and disclose how you used it.
Paired practices
1Choice in how to reach objectives
Emerging
Developing
Embedded
Sustaining
Teacher
Prescribes one path.
Offers two approaches.
Offers several approaches.
Has students determine their own approach.
Student
Follow the one path.
Pick between two approaches.
Choose among several approaches.
Chart their own route to the goal.
AI in practice critical use and evaluation
Teacher
- Offer AI as one optional path among several, not the default.
- Use AI to generate approach options, then verify each reaches the goal.
Student
- Decide whether AI fits their chosen approach, including when not to use it.
- Use AI to explore a method, then own the path they pick.
How to measureCount the approaches available; one path is lower, students charting their own route is Sustaining.
2Choice in what to learn
Emerging
Developing
Embedded
Sustaining
Teacher
Fixes all topics.
Offers a short list of topics.
Lets students choose a topic within the standard.
Has students pursue questions they define.
Student
Study the assigned topic.
Pick from a short list.
Choose a topic meeting the standard.
Pursue a question they define.
AI in practice critical use and evaluation
Teacher
- Use AI to surface topic options tied to standards, then verify alignment.
- Ask AI to broaden the range of topics, then judge relevance.
Student
- Use AI to explore possible topics, then choose their own.
- Ask AI for angles on an interest, then decide what to pursue.
How to measureNote the range of topic choice; fixed topics are lower, student-defined questions are Sustaining.
3Choice in how to show learning
Emerging
Developing
Embedded
Sustaining
Teacher
Requires one product.
Offers a second product option.
Offers a choice board of products.
Has students design how to show mastery.
Student
Make the set product.
Pick between two products.
Choose from a product menu.
Design their own demonstration.
AI in practice critical use and evaluation
Teacher
- Use AI to map product options that assess the standard, then verify rigor.
- Ask AI for formats, then judge which truly show learning.
Student
- Use AI to explore a product format, then build it themselves.
- Choose whether AI belongs in the product, and disclose its role.
How to measureCount product options; one required product is lower, student-designed demonstrations are Sustaining.
4Voice in the classroom
Emerging
Developing
Embedded
Sustaining
Teacher
Makes all decisions for students.
Gathers student input occasionally.
Has students help set norms and routines.
Shares classroom decisions with students.
Student
Follow set rules.
Give input when asked.
Help set norms.
Co-decide how the class runs.
AI in practice critical use and evaluation
Teacher
- Use AI to synthesize student input into draft norms, then verify it reflects them.
- Ask AI for participatory structures, then judge their fit.
Student
- Use AI to organize class ideas, then deliberate as a group.
- Ask AI for options, then make the decision together.
How to measureNote whether students shape norms and decisions; co-deciding how the class runs is Sustaining.
5Self-direction
Emerging
Developing
Embedded
Sustaining
Teacher
Directs every step.
Provides a step-by-step plan.
Provides a frame students manage within.
Has students set and manage their own plan.
Student
Wait to be told the next step.
Follow the provided plan.
Manage work within the frame.
Plan and manage their own work.
AI in practice critical use and evaluation
Teacher
- Use AI to provide a planning template for self-direction, then verify it helps.
- Ask AI for project milestones, then let students adjust them.
Student
- Use AI to plan their own work, then execute it themselves.
- Decide when AI helps their plan and when it does not.
How to measureObserve how much students plan and manage their own work; self-managed plans are Sustaining.
6Responsibility and follow-through
Emerging
Developing
Embedded
Sustaining
Teacher
Tracks all accountability.
Reminds students of deadlines.
Has students track their commitments.
Holds students to self-managed deadlines.
Student
Rely on reminders.
Meet deadlines when reminded.
Track their own commitments.
Meet deadlines they manage themselves.
AI in practice critical use and evaluation
Teacher
- Use AI to set up reminders or trackers, then verify students still own the work.
- Ask AI for accountability structures, then judge them.
Student
- Use AI to organize their commitments, then follow through themselves.
- Use AI to plan time, not to do the work for them.
How to measureNote whether students rely on reminders or manage their own deadlines; self-managed follow-through is Sustaining.
7Pursuing interests
Emerging
Developing
Embedded
Sustaining
Teacher
Leaves no room for interest.
Adds an interest hook occasionally.
Connects interests to the work most lessons.
Builds the work around documented student interests.
Student
Set interests aside in class.
Touch on an interest sometimes.
Connect their interests to the work.
Drive the work through a genuine interest.
AI in practice critical use and evaluation
Teacher
- Use AI to connect a standard to student interests, then verify the link is sound.
- Ask AI for interest-based hooks, then judge them.
Student
- Use AI to research an interest, then verify and build on it.
- Ask AI to deepen an interest area, then pursue it themselves.
How to measureCheck whether student interests appear in the work and how central; work built around interests is Sustaining.
8Co-design of learning
Emerging
Developing
Embedded
Sustaining
Teacher
Designs everything.
Invites feedback on the plan.
Has students help shape the plan.
Co-designs the learning with students.
Student
Receive the plan.
Comment on the plan.
Help shape the plan.
Co-create the learning.
AI in practice critical use and evaluation
Teacher
- Use AI to turn student ideas into a draft plan, then verify it meets the goals.
- Ask AI for co-design protocols, then judge their fit.
Student
- Use AI to develop a proposal for the class, then refine it together.
- Use AI to organize ideas, then design with peers and teacher.
How to measureNote the student role in designing the learning; co-creating the plan is Sustaining.
Planning and setting
Design moves that set up the practices above.
Clarity of the learning goal
Every lesson opens from a clear goal. Emerging: the objective is implicit. Developing: the objective is stated. Embedded: a clear know, understand, and do is shared with success criteria. Sustaining: students can state the goal and criteria in their own words.
Structuring meaningful choice
Plans choices that are real and tied to the learning goal, with scaffolds so every student can exercise them.
Participatory design
Plans points where student voice shapes the work, building agency in by design rather than as an afterthought.
Evidence and measurement
Each practice above carries its own measure. These are the primary evidence sources for the component as a whole.
Evidence for this component
- Choice boards, menus, or options offered to students.
- Student plans and records of follow-through.
- Documentation of student interests informing the work.