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When the teacher takes ownership of their classroom's atmosphere and makes it a positive learning environment, that alone can influence autonomy. Materials and learning tools used in this classroom should reflect a wide range of choices designed with differentiation in mind.

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As a group, we noticed a connection with goal-setting, purpose and choice. Goal setting is one of many forms of student-involved activities. Using goal-setting gets students involved in reviewing their own learning and allowing for purpose and choice in their learning. Students do better when they feel in control of their learning and are more engagement and expression.

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Universal design provides purpose through the materials and tools implemented. These tools might be in the form of Paper (such as text) or Digital (such as audio or video) media. Purpose is achieved through representation via materials that are relevant. The purpose leads to higher engagement, collaboration, and autonomous learning where students take ownership, using goal-setting, of their knowledge and products. The form of their products is a result of their own individual choice of action and expression.

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When setting goals, there are many tools that can be used - video, audio, text, digital. These need to have relevance to the standards, and need to be universal.

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Goal-setting should be relevant to the student and teacher , so they show ownership.

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Our team discovered common connections based around components such as Design. This can be an intergal part of engagement that is intentional, allows for Choice, while the additional tools of Audio, and Video can culminate into a multifaceted Product. Simultaneously, this may stimulate Creativity throughout the process, whether individual or team-oriented. The better we instructors make connections within the components of the UDL framework, scholars themselves will also be made aware of the connections required for a more fulfilling lesson and experience.

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There are many tools that can be used for goal-setting, such as; digital, video, audio, paper, products, etc.

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Once a hexagon was placed, we discussed if it was the best location and reconsidered the placement on the spot.

Video was our starting word, and we ended up focusing more on design and engagement as we worked through the process.

It's too early to write 5 sentences of coherent thought. This is my first day of functioning before 9am in weeks. Forgive me.

The hexagons are not regular, and their shape placement had to be horizontal or vertical in terms of text for them to look good.

How does this work in math?

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Action and representation create a bridge to engagement and collaboration, helping students connect with each other and the subject at hand. By giving students choices, we help them feel a sense of relevance and higher purpose.

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Engagement should have a purpose and involve collaboration, as much as possible.

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All elements seemed to be related to student creativity and design. We focused on student engagement and expression. The materials and design become more engaging once students have a choice on how to approach a project. Many of the words related to so many of the other words that it was often difficult to choose where to place each hexagon. My take away is that student choice creates more buy-in and therefore more student engagement.