Tic-Tac-Toe Board
Explanation: These are choice boards for students to complete learning experiences. Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned in class or to demonstrate and extend their understanding of concepts. From the board, students either choose or are assigned three adjacent or diagonal tasks to complete.
Choice boards address student readiness, interest, or learning preferences. They are easily adapted to a subject area.
Steps
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning styles, or interests.3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the board.
6. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row.
Adaptations
• Allow students to complete any three tasks—even if the completed tasks don’t make a
Tic-Tac-Toe.
Explanation: These are choice boards for students to complete learning experiences. Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned in class or to demonstrate and extend their understanding of concepts. From the board, students either choose or are assigned three adjacent or diagonal tasks to complete.
Choice boards address student readiness, interest, or learning preferences. They are easily adapted to a subject area.
Steps
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning styles, or interests.3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the board.
6. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row.
Adaptations
• Allow students to complete any three tasks—even if the completed tasks don’t make a
Tic-Tac-Toe.
- Assign students tasks based on readiness.
- Create different choice boards based on readiness. (Struggling students work with the options on one choice board while more advanced students have different options.)
- Create choice board options based on learning styles or learning preferences. For example, a choice board could include three kinesthetic tasks, three auditory tasks, three visual tasks.
Examples:
You Could Even Use Bloom's Taxonomy to Design Your Board
Resources:
Heacox, D. (2005, April). Promoting Student Independence and Responsibility in Academically Diverse Classrooms. Orlando, FL: ASCD Annual Conference.
Wormeli, R (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland: ME: Stenhouse.
Heacox, D. (2005, April). Promoting Student Independence and Responsibility in Academically Diverse Classrooms. Orlando, FL: ASCD Annual Conference.
Wormeli, R (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland: ME: Stenhouse.