One of the best ways to get students more involved in their learning is to let them make choices. It’s simple. If students don’t care about the task, they won’t put in their best effort. That’s why I love the strategy of student choice in questioning. Instead of handing students a list of questions to answer, try giving them a set of options and let them pick. That small shift—letting students decide which questions to respond to—has a huge impact. They start to think more critically, take ownership of their responses, and, most importantly, they engage. You’ll see better thinking, more complete work, and students who feel like their ideas matter. This isn’t just about doing a fun activity. This is about moving students from compliance to interest and absorption, which is engagement.
50 Ways to Engage Students with Google Apps
Let’s talk about how this works, how to do it with Google tools, and why it’s one of my favorite ideas from 50 Ways to Engage Students with Google Apps by Heather Lyon and me. If you’re looking to give students more voice, this is a strategy that makes that happen, without adding a ton of extra work for you.
What Is Student Choice in Questioning?
Letting students choose the questions they answer is a quick win for engagement.
It’s exactly what it sounds like. You provide a set of questions that align to your learning goal. Students pick the ones they want to answer. Instead of completing all ten questions, they choose five. Or three. Or just one, if it’s a deep reflection. When students make that choice, they shift from passive to active learners. Now they have to decide: Which questions do I understand best? Which ones connect with my thinking? Which ones interest me?
This isn’t about making it easier. It’s about making it theirs.
Why Student Choice Works
The second students get to make a decision, they lean in. When we only give one option, we take away the chance for students to think critically about the task before even starting it. If I just assign question #1 through #10, I’m not asking students to do any cognitive work until they start writing. But if I say, “Pick five of these ten questions to answer,” then I’ve immediately invited students into the thinking process. They have to read each one, evaluate which ones they feel confident about, and make a plan.
This is how we support the 4 C’s in class. It’s creative thinking. It’s critical thinking. It’s communicating ideas. And yes, it supports collaboration too, because students can discuss and decide their choices together before writing.
Use Google Tools to Make Student Choice Easy
You already have the tools to do this. If you’re using Google Docs, Google Slides, or Google Forms, you’re ready to give students choice without needing to change everything.
Google Docs
Drop a list of questions into a Google Doc. Use checkboxes from the toolbar so students can check off the ones they picked. Students type directly into the document, under each question they chose. You can color-code or bold the ones they pick to make it easy to scan.
You can also add a quick “Choose your questions” section at the top of the Doc. Ask students to list the numbers of the ones they’re answering. It’s a small addition that helps you give feedback faster.
Google Slides
I love using Google Slides. Each slide is one question. Students edit the slides they want to answer and delete the rest. It feels more visual and interactive, and students can add images or links if they want to take it further. Multimedia contributes to student engagement.
Google Forms
This one’s cool if you want to automate some of the thinking. Create a Google Form that has all your questions. Use branching navigation to let students pick which ones they’ll answer. Create a section per question. Create one multiple choice question that branches to each of the sections.
Yes, it takes a little setup. But once it’s built, it’s done. You can reuse that Form again and again.
How This Looks in Different Subjects
ELA
Instead of assigning five comprehension questions, give students eight and let them pick their favorite four. Ask them to explain their thinking or make a text connection. When students choose the questions that speak to them, you get more thoughtful responses.
Math
Yes, this works in math too. Post six problems and ask students to solve three. Better yet, have them explain why they chose those three. Their explanation tells you more than the final answer ever could.
Science
After a lab, create a reflection set. Students can choose to describe the most surprising part, the hardest part, or what they’d change if they did it again. They still show understanding, but they also get to make it personal.
Social Studies
Give a list of open-ended prompts: Compare historical figures, explain a cause and effect, take a side in a debate. Let students pick the ones that interest them most. You’ll get more voice, more depth, and less copy-paste thinking.
Slides to Spanish+ by AliceKeeler
Collects NO User Data
Convert your Google Slides™ to “ANY” language.
Creates a copy of your Google Slides with a quick option to convert to Spanish. Use the sidebar to select any language supported by Google Translate™. FREE
What About Students Who Pick the “Easy” Ones?
Let them. Engagement comes first. If a student picks a question that feels easier, it might be because they feel more confident answering it. Confidence leads to risk-taking later. Start where they are.
You’re still assessing their understanding. If their answer shows mastery, great! If it doesn’t, now you know where to offer feedback and help them grow.
Want to level it up while still giving choice? Instead of asking students to answer a set number of questions, give them a point goal. Each question is worth a different number of points based on the level of thinking it requires. For example:
DOK 1 or recall-type questions = 1 point
Analysis or application questions = 2 points
Deep reflection, synthesis, or evaluation = 3 points
Then say: “Choose any questions to reach a total of 5 points.”
Now students have to make a strategic choice. They can answer five easy questions, or two medium and one tough one. Or they can go all in on one big question that pushes them to think critically and go deep.
This doesn’t just differentiate, it gives students control and makes them think about their own thinking. And that’s a huge win for engagement and learning.
Over time, you’ll notice students pushing themselves more. They’ll want to try the “hard” ones because they’ve built up the confidence and curiosity to take on a challenge. Add a few new higher-level options to your list each time. You’ll be amazed at who steps up.
Let the students surprise you. They will.
Rubrics for Student Choice
When giving students options, don’t stress about making a new rubric for each question. Instead, use a rubric that focuses on the quality of their thinking and communication. Did they justify their response? Did they explain their thinking? Did they back up their answer with evidence?
Use a single-point rubric and give feedback based on the depth of their thinking. This is about the process, not the number of questions completed.
Use This to Shift Grading Conversations
When students choose the questions, grading becomes less about “Did they do the work?” and more about “What did they show me they know?” That’s a better conversation.
You’re not grading for compliance. You’re grading for learning.
And if a student misses the mark? Give feedback. Ask for a revision. Let them pick a different question and try again.
Bonus: Student-Created Questions
Want to really flip the script? Let students write the questions. Give them the standard or the learning goal and ask: “What would be a good question to ask about this?” Then have them trade questions with a partner and answer each other’s.
This strategy shows up in 50 Ways to Engage Students with Google Apps, and it’s powerful. When students generate the questions.
