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Students stay engaged and motivated in the classroom in different ways. Multiple methods should be used to keep students engaged.

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Students have disabilities, language and cultural differences should be represented in the classroom to make learning possible for all every student.

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Students express their knowledge in different ways.

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Overtime, students interests, knowledge, and skills will change. It is important that teachers learn to adapt to these changes to keep students interested and engaged in the classroom.
7.1: In the classroom, it is important to provide choices for students. The right kinds of choices and levels of independence will affect student engagement. Learners should be involved and able to set their own academic and behavioral goals when possible. Students should also be involved in the design of classroom activities and academic tasks.
7.2: Information and academic tasks should be relevant to students' academic goals and interests. Activities should be meaningful and relevant and highlight the utility and relevance of learning. Information should be socially relevant, culturally responsive, age and ability appropriate, etc. Tasks should allow for active participation, exploration, and experimentation. Teachers should include activities that encourage creativity and help students understand complex ideas in creative ways.
7.3: A safe space for learning should be created for students in order to optimize engagement. Students may struggle with staying focused if they feel like they have to focus on a negative experience that might occur. Every student is different, meaning something that is distracting for one student, may not be for another. Teachers should aim to create an accepting and supportive environment. Varying the level of novelty or risk and sensory stimulation are all important in creating a safe space.

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Checkpoint 8: Sustaining effort and persistence

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Checkpoint 8: Sustaining effort and persistence

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8.1: Some students need to be reminded of their goals or what they are working towards in order to stay focused. To help with this, teachers can display the goal in multiple ways, prompt or require learners to formulate or restate the goal, use prompts or scaffolds of visualizing the desired outcome, etc.
8.2: All learners need to be challenged, but in different ways. It is important to provide different resources and a range of demands to find challenges that motivate them. To do this, teachers can provide alternatives in the permissible tools and scaffolds, vary the degrees of freedom for acceptable performance, etc.
8.3: Collaboration and communication among learners is very important. Peer cooperation can increase students success and better motivate them to reach their goals. Grouping should be flexible and not fixed. Learning groups should have clear goals and responsibilities, learners should be grouped by common interests or activities, expectations should be provided for collaboration, etc.
8.4: Engagement is best sustained when feedback is constructive, accessible, consequential, and timely. Effort should be emphasized more that levels of intelligence or ability. Feedback should be positive and encourage perseverance, effort, and improvement.

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9.1: Every student is motivated differently, whether it be intrinsically, extrinsically, or both. Learners should be able to set personal goals and be positive that they can meet their goals. It is important to help students avoid frustration and anxiety as they work towards their goals. To help with this, educators should support activities that encourage self-reflection and identification of personal goals, provide coaches, mentors, or agents that model the process of setting goals that consider their strengths and weaknesses, etc.
9.2: Scaffolding is important when providing students with tools for coping with frustrating or anxiety-inducing tasks. Reminders, models, and checklists are all great tools that can help students manage emotions.
9.3: It is important for learners to understand how to monitor their emotions and be able to react carefully and accurately. Some students are great at recognizing their progress and staying motivated. Other students may struggle to see their improvement. Teachers should offer devices, aids, or charts to assist individuals in learning to collect chart and display data from their own behavior.

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1.1: It can be beneficial for students, especially with disabilities, if information is customizable. Digital materials are customizable, while print materials are fixed and permanent. Information should be displayed in a flexible format. Size of text, images, graphs, tables, or other visual content should vary. Colors, contrast between background and texts, volume or rate of speech or sound, and many other displays should vary.
1.2: Although sound is an effective way to convey information, it is not accessible for all learners. It can be difficult to only present information in auditory form for students with hearing disabilities, learners who need more time to process information, or for learners who have memory difficulties. Alternatives for auditory information include, using text equivalents in the form of captions or automated speech-to-text for spoken language, provide transcripts, provide visual diagrams, charts, notations of music or sound, etc.
1.3: Alternatives to visual information should also be provided for learners. Just like auditory information, visual information is not accessible for all learners. Some non-visual alternatives include providing descriptions for images and graphics, using touch equivalents, and providing physical objects and spatial models. Transforming text into audio is a very easy way to make information more accessible.

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2.1: Key vocabulary, labels, icons and symbols should be linked to alternate representations of their meaning. Semantic elements are differentially accessible to leaners with different backgrounds, languages, and lexical knowledge. To help with these translations, teachers should pre-teach vocabulary and symbols, provide graphic symbols with alternative text descriptions, highlight how complex terms, expressions, or equations are composed of simpler words or symbols, etc.
2.2: Sentences can be confusing for learners when they do not understand the syntax or the structure. There are alternative representations that clarify the syntactic or structural relationships between elements of meaning. To help with clarification, teachers should highlight structural relations or make them more explicit, make connections to previously learned structures, and make relationships between elements explicit.
2.3: Learners need consistent and meaningful exposure to symbols so that they can comprehend and use them effectively. Teachers should provide options for students that reduce barriers and ensure that learners have equal access to knowledge. Some of these options include: allowing the use of text-to-speech, using automatic voicing with digital mathematical notation, using digital text with an accompanying human voice recording, and allowing for flexibility and easy access to multiple representations of notation.
2.4: Materials in the curriculum are typically monolingual, even though students in the classroom are not. When learners who do not speak English for their first language do not have access to alternatives, their access to information is greatly reduced. Providing alternatives to key information or vocabulary is essential. It is important to link key vocabulary  words to definitions and pronunciations in both dominant and heritage languages, define domain-specific vocabulary using both domain-specific and common terms, etc.
2.5: It is common for classroom materials to be dominated by text. Text can be a weak format for presenting many concepts and can also be difficult for students who have text or language related disabilities. Providing alternatives such as illustrations, simulations, images or interactive graphics are essential.

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3.1: Students may struggle with processing new information when they lack critical background knowledge. Students who have the background knowledge that is necessary can also struggle when they do not know how it applies. There are different methods that can help with this including anchoring instruction by linking it to and activating relevant prior knowledge, using advanced organizers, pre-teaching critical prerequisite concepts through demonstration or models, etc.
3.2: When teaching, it is important to emphasize to students the most relevant and valuable information in what is being taught. Teachers should highlight or emphasize key elements in text, graphics, diagrams, formulas, use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships, use cues and prompts to draw attention to critical features, etc.
3.3: For students to be able to successfully transfer information into useable knowledge, they have to apply mental strategies and skills that help them process information. Some students may understand how and when to apply these strategies, while others may not. To assist these students teachers can give explicit prompts for each step in a sequential process, provide options for organizational methods and approaches, provide interactive models that guide exploration and new understandings, introduce graduated scaffolds that support information processing strategies, etc.
3.4: All learners need to be able to generalize and transfer their learning to new contexts. Of course, all learners can benefit from assistance in how to transfer the information they have to other situations, as learning is not about individual facts in isolation, and students need multiple representations for this to occur. Some examples of the support that can be offered includes providing checklists, organizers, sticky notes, electronic reminders, prompting the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.), incorporating explicit opportunities for review and practice.

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4.1: Learners navigate their physical environment differently. Teachers should ensure that there are multiple methods that students can utilize to navigate their environment. For example, they should provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies, and provide alternatives for physically responding or indicating selections.
4.2: Just because we provide a tool for a learner, does not mean that they will be able to use it effectively. It is important to provide support for ALL students. For example, there are many students who have disabilities and need assistive technologies. Tools that are provided for students should be accessible and useful for every student. For example, alternative keyboard commands should be provided for mouse action, access to alternate keyboards should be available as well as customizable overlays for touch screens and keyboards.

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Checkpoint 5: Expression and communication

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Checkpoint 5: Expression and communication

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5.1: Using different types of media in the classroom and in lessons is the best way to increase opportunities for all learners. There are many ways to do this such as: composing in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video, using physical manipulatives (e.g., blocks, 3D models, base-ten blocks), and using social media and interactive web tools.
5.2: Using only traditional tools in the classroom can be very limiting for students while they are in the classroom and in their futures. Using contemporary tools provides a more flexible way for students to learn and display what they have learned. Teachers can use tools such as spellchecker, grammar checkers, word prediction software, calculators, graph paper, sentence starters, etc. to enhance learning.

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6.1: Teachers should not always provide goals for students, but cannot assume that students already know how to properly set goals for themselves. Learning how to set appropriate goals for themselves is a process. To aid students in this process, teachers should provide prompts and scaffolds to estimate effort, resources, and difficulty and provide models or examples of the process and product of goal-setting.
6.2: After a goal is set, students can focus on the strategies and tools they will use to accomplish their goals. Teachers should aid students in becoming more plan-full and strategic. They can embed prompts to “stop and think” before acting as well as adequate space, embed prompts to “show and explain your work” (e.g., portfolio review, art critiques), and provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps.

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Bookshare | An Accessible Online Library for people with print disabilities

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Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

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design discussions
no-schedule meetings
professional development
collaborate with clients
sales and marketing

replace text-only discussions
interactive lectures
support UDL principles
no-schedule office hours
professional development

student presentations
conversational practice
professional development
rich assessment
safe and accountable

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Transforming media into collaborative spaces with video, voice, and text commenting.

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Zotero | Your personal research assistant

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Zotero is a free, easy-to-use tool to help you collect, organize, cite, and share research.