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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently.

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​The strategic network, planning and sharing learning

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Suggestion for implementing the strategy Provide multiple means of Action and Expression within the Guide to Universal Design for Learning

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By Kavita Rao

Digital tools provide many formats for students to demonstrate what they know. For example, they can write, record audio, create videos, or combine several formats to make multimedia pieces. We highlight some key considerations for using technology to give students various ways to practice concepts, express what they know, and manage and organize tasks.

1. Match the Technology to the Purpose

In the online learning environment, teachers have various options for students to express themselves and demonstrate what they know. It is important to choose the tool that matches your specific purpose. Often the simplest tool is the best, not the ones with the most bells and whistles.

There are a mind-boggling number of digital tools out there that you can use to get students to write, record, create, respond, and share. When choosing what you will have your students use, select the tool that allows students to focus on the content and task. For example, if you want students to:
Interact in a "Virtual Forum"
Get students to share a quick response on a question or topic using sites that allow them to respond with multimedia:

Padlet is a great tool for students to post their thoughts and be able to see each other's short posts. Padlet allows students to pull in images and links in their posting.

Flipgrid allows students to share ideas in short video postings.

Describe a Process
Interactive whiteboard apps (like Educreations) allow students to create short multimedia files to share with the teacher and class. Students can "think out loud" and explain an idea or describe a process (e.g., a solution to a math problem, or how to do something). This can allow students to explain their thinking out loud, so this can be useful if you want students to describe a process.
Develop Ideas Collaboratively
Use Google Slides as a way for students to add information to a shared classroom project. You can create a template in Google Slides and ask each student to add a slide with specific information. This can be a good formative assessment to help you see how students are understanding an idea or concept.

2. Demystify Technology-based Assignments

Provide models of what you would like students to do when you give assignments in new or varied formats. Students may not know what you expect or the level of information they need to include.

Create a model response on whatever technology platform you expect them to use. Creating this model assignment will also help you identify where the challenges lie for students. Once you create the model, create a checklist or rubric of core elements students should include (this can be appropriate to the age level). Often simple checklists are effective allowing students to see the core content you expect.

3. Support Organization and Planning

It's easy to get distracted or lost when we are working online. What were we supposed to be doing? What's due when?
Put up clear and consistent guidelines for your learners in one place where they know they can find it. For example, you might have a daily schedule or a weekly schedule that notes what they should do and when. Place this online and update it at a regular time (same time each day or same day each week). Share the information with parents.

For multi-pronged assignments and activities that students do independently online, support students in organizing and planning. You can do this by providing checklists or having them make their own (as appropriate for their age and grade level). You can provide a model checklist showing how to break down a task so they can create their own.

If you can meet your students online synchronously, structure each session intentionally. You can start with an agenda for the things you will cover in the session, ask if there are questions, and then end the session with a short overview of key things the students should work on in the upcoming day(s).

Click here for ideas of Digital Tools for Action and Expression

Citation: Rao, K. (2020). UDL Online: Providing MM of Action and Expression. https://schoolvirtually.org

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UDL Online: Providing Multiple Means of Action and Expression

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By Kavita Rao Digital tools provide many formats for students to demonstrate what they know. For example, they can write, record audio, create videos, or combine several formats to make multimedia pieces. We highlight some key considerations for using technology to give students various ways to practice concepts, express what they know, and manage and organize tasks.

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It's just an ed thing.

It is a way to connect every student to the learning experience, and a way at looking at learning that is fully inclusive and promotes success for all learners, regardless of ability.

Mike Marotta

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Universal Design for Learning (UDL) is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students. Find out how flexible supports for learning can be embedded into an environment and made available to everyone. Explore how hidden barriers ...

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.

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Universal Design for Learning - Introduction to Representation

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By Cary Torres & Kavita Rao

UDL Principle III focuses on providing multiple means of engagement. In the online learning environment where students need to learn on their own, strategies that increase engagement are essential for keeping students connected and motivated.

Provide Interesting Opportunities to Communicate and Interact

In person, students have various types of interactions throughout the school day. They engage in classroom discussions focused on learning concepts, they interact with peers in class and in the hallways, and they connect with teachers throughout the day. In the online environment, our interactions are very different and many of the informal discussions and opportunities for sharing are not always there. This can be isolating for students; and for students who need extra support, the reduced opportunities to check in with teachers and peers can make learning more challenging.

Tool

What You Can Do

Ideas for Use Online

UDL Connections

Messaging applications
(e.g., Google Hangout, Remind)

Allows phone calls and text messaging using an email address/app instead of personal phone number.

Asynchronous/Synchronous

Send a daily/weekend message to check in and provide updates and assignments.

Allow students and parents to text questions if they are not as comfortable with email.

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

9.3 Develop self-assessment and reflection

Online Checklists (Example created in Google Forms)
Link to copy & edit)

Provide checklists with daily/weekly assignments and/or tasks or step-by-step instructions to chunk and scaffold projects.

Asynchronous

Create checklists with list of daily/weekly assignments for students to complete with an area for students to ask questions.

Create checklists with step-by-step tasks and instructions to chunk and scaffold projects.

Create daily/weekly check-in to see who is participating and how they are feeling.

Create daily, weekly, or assignment-based self-assessments for students or group processing assessments for group work.

6.3 Facilitate managing information and resources

7.2 Optimize relevance, value, and authenticity

9.2 Facilitate personal coping skills and strategies

Asynchronous

Daily/weekly check-in to see how your students are doing.
Asynchronous/Synchronous

Share brainstorms and post resources.

Share resources for research projects.

Create a Padlet with 3 columns for a virtual K-W-L.

Create a categorization activity by creating columns with different categories.

7.2 Optimize relevance, value, and authenticity

8.3 Foster collaboration and community

Video applications (record short clips on mobile device camera or on Mac PhotoBooth, Screencast-O-Matic, Screencastify, Zoom)

Record video messages.

Provide personal connection with communication to support students with anxiety and provides audio support for language learners.

Asynchronous

7.2 Optimize relevance, value, and authenticity

8.1 Heighten salience of goals and objectives

9.1 Promote expectations and beliefs that optimize motivation

Video conferencing

Synchronous

Meet in real time with students to provide feedback and offer students opportunities to ask questions and apply your feedback.

Use breakout rooms for students to meet and collaborate in small groups to provide peer feedback on work - Consider pairing with a task in Google Docs/Slides to monitor work and provide support when you are not in the breakout room with them.

Meet individually with students to conference, provide feedback, and answer questions.

Provide online mentoring/tutoring sessions.

4.1 Vary the methods for response and navigation

8.3 Foster collaboration and community

Video Sharing (e.g., FlipGrid)

Asynchronous

Teachers can record instructions or a prompt, and students can post video replies and reply to each other.

Teachers can post video feedback modeling the correct answer or providing support. Students can then record a new video demonstrating understanding and application of the feedback.

4.1 Vary the methods for response and navigation

5.1 Use multiple media for communication

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

DIY.org
(costs $1 per student or $90 unlimited) DIY is an Online Social Network for learners ages 6-16.

Learners choose to develop skills by completing challenges and building a portfolio of their projects.

Provides a series of hands on interactive mini courses.

Students can comment on other student projects.

Students can make posts to express themselves via text/video/audio/photos.

iPad app or web-based interaction.

Asynchronous

There are over a hundred skills, many of the skill challenges overlap with grade-level curriculum objectives. Teachers can use skill challenges to provide additional project choices for students. Here is an example.

Teachers can use this site for enrichment activities. Students share their work as videos/photos, other students from around the world comment on it.

Teach/learn digital citizenship in real context.

Genius Hour activity.

8.3 Foster collaboration and community

4.1 Vary the methods for response and navigation

7.2 Optimize relevance, value, and authenticity

Use Feedback to Stay Connected

Feedback is essential for all learners as they develop knowledge and skills. When giving feedback online, consider ways that you can:

Give timely feedback
When students do not see their teachers daily, giving timely feedback is even more essential. Students need to know that someone is reviewing and commenting on the work they do. Provide feedback as soon as you reasonably can, so that students have an ongoing connection with you and have a sense of how they are doing.

Give students options to act on feedback
When providing feedback online, it is important to give students ways to use the feedback that you provide. Provide ways for students to use your feedback to continue practicing the skill. For language learners and students with disabilities, receiving feedback and having the opportunity to act on it can be essential to developing language and literacy skills.

Provide mastery-oriented feedback
We often give corrective feedback, especially when students do not meet targets or struggle with learning. All students can benefit from positive and encouraging feedback, but it can be especially motivating for students who struggle and students who need extra support for learning. Mastery-oriented feedback focuses on where they need to go rather than what they have done incorrectly. Students benefit from knowing what they are doing well. It is motivating to be told how to succeed towards our goals. Students with disabilities and language learners can benefit when they have specific feedback that helps them make progress towards their goals.

Provide clear feedback aligned to learning goals
Feedback is a source of input. Make sure that the feedback you give is comprehensible, clear, and aligned to learning goals. Articulate clear learning goals, align instruction to the goals, and then provide very specific and focused feedback on the learning goal. ​

Digital tools can support teachers in providing mastery-oriented feedback and provide opportunities for interactions that allow teachers to support engagement, self-assessment, and self-reflection.

Tool

What You Can Do

​Ideas for Use Online

UDL Connections

Digital flashcards

Online quiz tools allow students to check their understanding, and practice vocabulary and content knowledge.

Tools include flashcards with audio, images, and games, which are effective and engaging ways to practice vocabulary.

Provides opportunities to practice, receive immediate feedback, and practice again supports language development.

Support comprehension and recall for students with disabilities; provide language development support for language learners

Asynchronous

2.1 Clarify vocabulary and symbols

4.1 Vary the methods for response and navigation

7.3 Minimize threats and distractions

8.4 Increase mastery-oriented feedback

Digital grammar assessment and instruction

Asynchronous

Assign students to take the self-assessment and work on grammar lessons that the computer assigns.

Select common errors for students and assign the related grammar lessons.

Identify individual student's challenges, and assign relevant grammar lessons and practice.

Have students review the sentence combining lessons in preparation for revising written work.

3.2 Highlight patterns, critical features, big ideas, and relationships

5.3 Build fluencies with graduated support for practice/performance

6.4 Enhance capacity for monitoring progress

8.4 Increase mastery-oriented feedback

This provides a formative assessment tool that students can participate in and enjoy without being called out individually. The interactive format can be engaging and fun for students.

To support language learners and students who need additional processing time, extend the wait time for students to process and answer the questions.

​Synchronous

Have students meet with video conferencing software or simply log in to Kahoot at the same time for a live quiz for grammar patterns, vocabulary, or content, including math practice.

7.3 Minimize threats and distractions

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

Online formative assessments

Online survey tool that allows multiple formats of questions (multiple choice, matching, short answer, etc.) with the option to include images (Google Form).

Online quiz tool that allows multiple formats of questions (fill-in the blank, image labeling, cloze) and can include images (GoConqr).

​​Asynchronous

Create online quizzes that students can use to self-assess comprehension of content.

Create formative/summative assessments for students to demonstrate understanding.

8.4 Increase mastery-oriented feedback

9.3 Develop self-assessment and reflection

Citation: Torres C. & Rao, K. (2020).​ ​​​​​​​ Digital Tools for Engagement​. https://schoolvirtually.org

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By Cary Torres & Kavita Rao UDL Principle III focuses on providing multiple means of engagement. In the online learning environment where students need to learn on their own, strategies that increase engagement are essential for keeping students connected and motivated. In person, students have various types of interactions throughout the school day.

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It's just an ed thing.

It is a way to connect every student to the learning experience, and a way at looking at learning that is fully inclusive and promotes success for all learners, regardless of ability.

Mike Marotta

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students. Find out how flexible supports for learning can be embedded into an environment and made available to everyone. Explore how hidden barriers ...

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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Universal Design for Learning - Introduction to Engagement