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Use Read/Write to listen, if you'd like.

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Action & Expression Principle: Provide Options for Executive Functions Guideline

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Use the speech to text tool in the top right hand corner of this website, if you'd like!

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At the highest level of the human capacity to act skillfully are the so-called "executive functions." Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed. In short, they allow learners to take advantage of their environment. Of critical importance to educators is the fact that executive functions have very limited capacity due to working memory. This is true because executive capacity is sharply reduced when: 1) executive functioning capacity must be devoted to managing "lower level" skills and responses which are not automatic or fluent thus the capacity for "higher level" functions is taken; and 2) executive capacity itself is reduced due to some sort of higher level disability or to lack of fluency with executive strategies. The UDL framework typically involves efforts to expand executive capacity in two ways: 1) by scaffolding lower level skills so that they require less executive processing; and 2) by scaffolding higher level executive skills and strategies so that they are more effective and developed. Previous guidelines have addressed lower level scaffolding, this guideline addresses ways to provide scaffolding for executive functions themselves.

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At the highest level of the human capacity to act skillfully are the so-called "executive functions." Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed.

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Use Read/Write to listen, if you'd like.

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Action & Expression Principle: Expression & Communication Guideline

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Use the speech to text tool in the top right hand corner of this website, if you'd like!

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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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Use Read/Write to listen, if you'd like.

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Guideline 4_ Provide options for physic... for Learning Guidelines - Version 1.0

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Use the speech to text tool in the top right hand corner of this website, if you'd like!

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard). Navigation and interaction in those limited ways will raise barriers for some learners-those with physical disabilities, blindness, dysgraphia, or who need various kinds of executive functioning supports. It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know-to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others.

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard).

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Click on the "+" [plus] icon At the bottom of each column to add:  audio, video, photos, other websites or documents or draw your thinking [sketchnote].

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Click on the "+" [plus] icon At the bottom of each column to add:  audio, video, photos, other websites or documents or draw your thinking [sketchnote].

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Or simply use the:
[1] Add comment to respond with text
[2] Star feature to rate 1-5 stars, 5 being the best

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The columns to the right are the 3 GUIDELINES that fall under Action & Expression PRINCIPLE.

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The columns to the right are the 3 GUIDELINES that fall under Action & Expression PRINCIPLE.

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[1] Provide options for Physical Action

[2] Provide options for Expression & Communication

[3] Provide Options for Executive Functions

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Please WATCH this VIDEO BEFORE starting! :)

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Please WATCH this VIDEO BEFORE starting! :)

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Please explore each "Action & Expression" category.

Each category provides information in a variety of formats [videos, podcasts, websites, interactive activities, etc.]

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How to Use Padlet to Learn About The UDL Principle Action & Engagement & It's Three Guidelines

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Feel free to use the Holt Graphic Organizer website that has tons of premade templates for students to use.  Click HERE to get to the site.  Watch the video above to learn how it works for TEACHERS!

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OrbitNote and Holt Graphic Organizers.webm

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This PRINCIPLE is the "Strategic" network.  This is the "HOW" of learning!

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This PRINCIPLE is the "Strategic" network.  This is the "HOW" of learning!

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THIS is the "HOW" of learning!

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Center for Excellence in Teaching and Learning at OU

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Universal Design for Learning (Part 5): Action and Expression Strategies