Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement by Mike Anderson
Section III: The Nuts and Bolts of Choice, Chapter 5 Creating Good Choices

Planning is everything. Many factors go into developing good choices.

This is where those dreaded deconstructed standards come in. Let's look at one. (stop whining)

Everyone gets to know their students. It's a given, but try not to generalize too much. A tween in NYC does not have the same interests as one in White Bluff...duh.
Use your data (if you have it); definitely use your colleagues (in a good way).

Time is absolutely our biggest factor. Obviously, the best projects cover multiple standards, but for daily use, keep it simple.

Be realistic. Don't create a project or activity that requires blood, sweat, and tears...and money. Just try to predict roadblocks. Change of space can be necessary (and good). Again, keep it simple. Check with the gym teacher. Clean up after yourself.

If it ain't broke, don't fix it. Really, that's what the author kind of says. If your lesson or project has worked well in the past for all students, keep it. Don't add choice for the sake of adding choice. (yes, he says this...page 92)

Remember, time is precious, in class and during planning. If the kids are getting it (really getting it), and they're not bored, leave it alone...that's not always the case, though. Is it? Didn't think so.

Obviously, we are the professionals, trained and experienced. It would be great if they would just learn on their own, but they need guidance. The younger they are, the more guidance they'll need.
Listen to ideas, but make them work out the logistics before you approve it. Stop doing all the work.

Just what exactly are you trying to get out of this choice-thingy? Are your kids at 15 different skill-levels? Are they comatose (so to speak)? Maybe you're bored...it's hard to be enthusiastic about that lesson on [insert topic here] that you've taught 137 times at last count... kids know when you're faking it. Keep these in mind when brainstorming (with that deconstructed standard in front of you)

Textbooks are really much better than they used to be. Those authors are experts, right? Maybe use the text as one of your choices. Use the article or video you used last year as one of the choices.
Take some time to think about it. Use the internet...modify someone else's lesson (or use it as a choice). Wait for that great idea that comes to you while you're falling asleep or in the shower...

I think I said to keep it simple. They and we can quickly become overwhelmed. Stop trying to make every lesson publishable in a professional journal.
You work too hard. Show off.
Oh, and don't forget that kid who can't do [insert taks] because of his [insert diagnosis].

Oh, yeah. If you've been in this profession long enough, you know new ideas are rare... "trends" re-emerge (5-year cycles). Student choice and differentiation have been around a loooooonnnng time...Google "Montessori".
Thanks, doctoral candidates...