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UDL guideline:  Sustaining Effort and Persistence 

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UDL guideline:  Sustaining Effort and Persistence 

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Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way. Their differences reflect disparities in their initial motivation, their capacity and skills for self-regulation, their susceptibility to contextual interference, and so forth. A key instructional goal is to build the individual skills in self-regulation and self-determination that will equalize such learning opportunities (see Self Regulation). In the meantime, the external environment must provide options that can equalize accessibility by supporting learners who differ in initial motivation, self-regulation skills, etc.

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Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way.

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Small group activity

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By Lexi Walters Wright

Quick tips to help kids gain self-control

When grade-schoolers struggle with self-control, they may need extra help learning to control emotions and impulses.

Some kids react badly when they don't know what to expect in a situation - or what's expected of them. Fill kids in ahead of time if an activity might be boring or unpleasant, or if it could take a long time.

It's important to praise kids' efforts, too. When you see kids practicing self-control, acknowledge it out loud: "I love how you waited your turn to talk." This kind of positive reinforcement helps them feel proud that they can control their behavior.

There are also lots of free and low-costs apps to help young kids build self-control skills, like waiting and managing emotions.

Keep in mind that self-control doesn't come naturally to all grade-schoolers. But by helping them learn to keep their behavior in check, you make it easier for them to make and keep friends and handle feelings. And that can improve self-esteem in the long run.

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How to Help Grade-Schoolers Gain Self-Control

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Quick tips to help kids gain self-control When grade-schoolers struggle with self-control, they may need extra help learning to control emotions and impulses. Some kids react badly when they don't know what to expect in a situation - or what's expected of them.

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Check-in/Check-out (CI/CO) is an intervention that includes two daily conferences between a student and adult mentor (e.g., teacher, counselor, etc.). At the beginning of the day or class period, the student “checks in” with a mentor to set academic or behavioral goals and discuss strategies for meeting those goals.

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A Mid-Workshop Interruption is an intentional announcement used to communicate a brief pointer, reminder, or compliment halfway through independent practice. While students are working on an independent task, the teacher makes a brief interruption using a signal that gains everyone's attention (e.g. a bell, a patterned clap). Once everyone is attending, the teacher uses the moment to reinforce a teaching point, share an observation, address a misconception, or highlight an exemplar. Afterward, the teacher uses another signal to return students' attention back to their independent tasks. Giving a planned Mid-Workshop Interruption increases students’ ability to maintain focus on a challenging task by allowing the brain to refresh and refocus, and is an opportunity to provide a framework for how students can continue working diligently for the remainder of the workshop.

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Online Timer Websites and Browser Extensions

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Online Timer Websites and Browser Extensions

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Talking Chips are manipulatives (e.g., counters, paper tokens, etc.) given to students during small group discussions. Each time a student wants to speak, they “spend” a chip by placing their chip in the center of the group’s table. When a student no longer has chips, he or she must wait to speak until all other students have used theirs, then chips can be refilled by the teacher or redistributed among group members. Using Talking Chips promotes student participation and ensures that one student does not dominate a discussion. Additionally, Talking Chips encourage students to conduct balanced group discussion thus fostering greater collaboration and self-management skills.

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Independent Work

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Collaborative Work

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UDL guideline: Expression and Communication 

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UDL guideline: Expression and Communication 

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There is no medium of expression that is equally suited for all learners or for all kinds of communication. On the contrary, there are media, which seem poorly suited for some kinds of expression, and for some kinds of learning. While a learner with dyslexia may excel at story-telling in conversation, he may falter when telling that same story in writing. It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.

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There is no medium of expression that is equally suited for all learners or for all kinds of communication. On the contrary, there are media, which seem poorly suited for some kinds of expression, and for some kinds of learning.

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High school is a time of firsts. First time behind the wheel. First job. First college interview. For kids with self-control issues it can be exciting...but extra stressful.

Gaining control over emotions and impulses is a process for all kids. And it continues into early adulthood. Kids with certain learning and attention issues like ADHD and executive functioning issues may take longer to get there, however.

"Giving voice to emotions can help teach your teen to recognize difficult feelings before unwisely acting on them."

If your teen has trouble with self-control, he may need extra help handling all the changes coming his way. Try these tips for helping your high school child stop and think, and then act.

Lay out clear expectations.

Because of their busy schedules, teens may become anxious or angry if they feel like chores or events are sprung on them. Try to fill your child in ahead of time if you expect him to do something or be somewhere.

"SAT prep is next Thursday. You'll have to miss your drum lesson, but you can take a make-up lesson on Saturday."

"Please have the car back at the house by 4:00 tomorrow. I need to pick your sister up from practice."

"If it snows on Tuesday, Grandma will need you to shovel her walk. We'll look at the weather again on Monday to see if you'll need to head over after school."

Acknowledge his emotions.

Your child likely has the language to tell you how certain things make him feel. Help him use those words to gain more control over his reactions. Giving voice to emotions can help teach your teen to recognize difficult feelings before unwisely acting on them.

"That coach's call sure made you seem frustrated. Do you want to talk about that?"

"She said no? That sounds really disappointing."

Set an example.

You're still a role model for your teen, even if it doesn't feel like it most days. When he sees you exhibiting self-control, he's more likely to do it himself.

If you're dealing with a crashing computer, for instance, talk with your teen about possible fixes. Mention how you might run certain applications or reinstall particular hardware. He'll see you're staying in control instead of blowing your lid.

And he might even have some solutions of his own. When teens come up with their own strategies, they can feel more invested in the project or goal.

Catch your child using self-control.

When you see your teen thinking before he speaks or acts, let him know. Tell him you respect and appreciate his efforts. This kind of positive reinforcement will help him think of himself as someone who can successfully control his behavior.

"I was proud of you when you walked away from your brother earlier. His teasing sure can make you mad."

"I know you would prefer to be at practice right now, but your aunt's birthday party means a lot to her. Thanks for coming with me."

"I liked the way you accepted that criticism at your art show. It can be hard to hear feedback, but you were very gracious."

Giving your teen the right kind of praise can provide a real boost to his self-confidence. You can also help him build self-esteem and develop self-awareness. Knowing his strengths along with his weakness can help him find his own strategies for success.

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Helping Your High-Schooler Gain Self-Control

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High school is a time of firsts. First time behind the wheel. First job. First college interview. For kids with self-control issues it can be exciting...but extra stressful. Gaining control over emotions and impulses is a process for all kids. And it continues into early adulthood.

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Behavior template

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Time management template

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Use multiple media for communication

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Unless specific media and materials are critical to the goal (e.g., learning to paint specifically with oils, learning to handwrite with calligraphy) it is important to provide alternative media for expression. Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world. For example, it is important for all learners to learn composition, not just writing, and to learn the optimal medium for any particular content of expression and audience.

Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video

Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)

Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)

Solve problems using a variety of strategies

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UDL: Use multiple media for communication

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Unless specific media and materials are critical to the goal (e.g., learning to paint specifically with oils, learning to handwrite with calligraphy) it is important to provide alternative media for expression. Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world.

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Multiple Media for Communication: Seen and Seeking

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Multiple Media for Communication: Seen and Seeking

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Adapted Text

Algebra Tiles

Alternate Text

Break Card

Eye Gaze Choice Making

Illustration

Inquiry Activities

Multiple Representations

Oral Presentation

Parking Lot

Picture Communication System

Picture Story Telling

Poster Summary

Reader's Theater

Role Play and Dramatization

Sketch-To-Stretch

Sticky Notes

Text-to-Speech

Total Physical Response

Video Production

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Use multiple tools for construction and composition

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UDL: Use multiple tools for construction and composition

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There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful.

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Multiple tools for construction and composition: Seen and Seeking

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Multiple tools for construction and composition: Seen and Seeking

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Alphabet Blocks

Base Ten Blocks

Calculator

Concept Mapping

Context Clues

Dice

Dictionary

Dot Cards

Exemplar

Geoboard

Graph Paper

Grouping Containers

Labeled Diagram

Language-Based Games

Letter/Word Tiles

Literacy Manipulatives

Math Dictionary

Math Games

Math Manipulatives

Mnemonics for Argumentative Essay Planning

Modified Arithmetic

Numbers Chart

Playing Cards

Rekenrek

Sentence Starters

Speech-to-Text

Student-Made Books

Thesaurus

Venn Diagram

Word Bank

Word Prediction Software

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Build fluencies with graduated levels of support for practice and performance

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Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.). This means that they often need multiple scaffolds to assist them as they practice and develop independence. Curricula should offer alternatives in the degrees of freedom available, with highly scaffolded and supported opportunities provided for some and wide degrees of freedom for others who are ready for independence. Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners' fluencies.

Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.)

Provide differentiated mentors (i.e., teachers/tutors who use different approaches to motivate, guide, feedback or inform)

Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software)

Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)

Provide multiple examples of novel solutions to authentic problems

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UDL: Build fluencies with graduated levels of support for practice and performance

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Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.). This means that they often need multiple scaffolds to assist them as they practice and develop independence. Curricula should offer alternatives in the degrees of freedom available, with highly scaffolded and supported opportunities provided for some and wide degrees of freedom for others who are ready for independence.

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Build fluencies with graduated levels of support for practice and performance: Seen and Seeking

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Build fluencies with graduated levels of support for practice and performance: Seen and Seeking

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AAC Mentors

Acknowledge Actions

Acoustic Highlighting

Alternative Teaching

Auditory Positioning

Big Body Play

Big Books

Book Buddies

Calming Strategies

Choral Reading

Co-Teaching Stations

Dialogic Reading

Directed Reading-Thinking Activity

Discussion Protocols

Elkonin Boxes

Equation Template

Explicit Instruction

Formulating Research Questions

Free Play

Give One, Get One

Gradual Release Model

Graduated Guidance

Gross Motor Tools & Toys

Guided Peer Discussions

Guided Reading

I-Messages

Individual Reading Conferences

Interactive Notetaking

Interactive Read Aloud

Invented Spelling

Jigsaw

Low-Tech Handwriting Adaptations

Make-Believe Play

Mindfulness Break

Mini-Lessons for Writing

Mistakes Can Lead to Lessons

Modified Arithmetic

Modified Assignment

Modified Distance, Pace, or Duration

Modified Text

Multiple Choice

Name Emotion

Number Line

One Teach, One Assist

One Teach, One Observe

Parallel Teaching

Partner Reading

Peer Editing

Pictorial Directions

Play Partners

Pre-K Journals

Prewriting Web

Reading Buddies

Reflective Participation Prompt

Rereading Favorite Books

Revision

Sabotage

Sensory-Motor Handwriting Instruction

Sentence Combining

Shared Reading

Social Role Play

Strategy Groups

Subset of a Problem

Teacher Modeling Mindset

Team Teaching

Think-Pair-Share

Turn and Talk

Warm Ups for Paper & Pencil Work

Weekend News

Word Sorts

Writing Conferences

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See purple slides

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Quick ideas for sustaining effort and persistence and meeting the emotional and impulse control needs of our students

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Quick ideas for sustaining effort and persistence and meeting the emotional and impulse control needs of our students

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Make for Monday
Emotional Control-Problem solving wheel
Name that emotion
Reflective Mirror- using a safe space in order for children to recognize what they are feeling

Impulse Control- Sharing one at a time using an item or talking chip
Proactive Modeling
Post-It- Control blurting out, have them respond on a post-it like a "parking lot"