Supporting Teachers to Customize Curriculum for Self-Directed Learning

Abstract Guiding teachers to customize curriculum has shown improve science instruction when guided effectively. We explore how use student data a web-based unit on plate tectonics. study the implications for teacher learning along with impact self-directed learning. During professional development workshop, four 7th grade reviewed logs of their students’ explanations and revisions. They used visualization tool that revealed pedagogy behind plan customizations. To promote learning, decided guidance explanation revision by giving students choice among options. took advantage randomly assign ( N = 479) either Choice or no-choice condition. analyzed logged revisions embedded pre-test/post-test assessments written reflections interviews. Students in condition reported was more useful than those made progress Teachers valued opportunity review work, align customization knowledge integration pedagogy, investigate option empirically. These findings suggest teachers’ decision offer options promoted aspects