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Why?

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What?

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How?

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Learners have diverse ways of perceiving and interpreting information, influenced by factors such as sensory and learning disabilities, as well as cultural and linguistic differences. It is important to honor these varied approaches and ensure that content represents different people, cultures, and perspectives. Learning and knowledge transfer are enhanced through multiple representations and viewpoints, as this helps learners connect concepts more effectively. Therefore, it is crucial to provide options for representation to meet the needs of all learners.

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Learners have diverse ways of navigating learning environments and expressing their knowledge, necessitating an inclusive design that accommodates these differences. Individuals, including those with disabilities, may prefer various forms of expression, such as written text or speech. Effective action and expression also require strategy and organization, which varies among learners. Therefore, providing multiple options for action and expression is essential, as no single method will suit every learner.

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Affect plays a vital role in the learning process, as each learner has unique motivations and interests. The UDL (Universal Design for Learning) framework highlights learner variability, recognizing that individual identities significantly influence learning engagement. Preferences for learning environments can vary widely; some students thrive on spontaneity, while others prefer routine, and these preferences can change frequently. Therefore, it's essential to provide multiple options for engagement to accommodate diverse learner needs and contexts.

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For Engagement there are three main courses to get all the checkpoints done, which are welcoming interest and identities, sustaining effort and persistence, and emotional capacity. Welcoming interest and identities checkpoints are optimize choice and autonomy, optimize relevance, value, and authenticity, nurture joy and play, and address biases, threats, and distractions. Sustaining effort and persistence checkpoints are clarify the meaning and purpose of goals, optimize challenge and support, foster collaboration, independence, and collective learning, foster belonging and community, and offer action-oriented feedback. Emotional capacity checkpoints are recognize expectations, beliefs, and motivations, develop awareness of self and others, promote individual and collective reflection, and cultivate empathy and restorative practices.

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For Representation there are three main courses to get the checkpoints done, which are perception, language and symbols, and building knowledge. Perceptions checkpoints are support opportunities to customize the display of information, support multiple ways to perceive information, and represent a diversity of perspectives and identities in authentic ways. Language and symbols checkpoints are clarify vocabulary, symbols, and language structures, support decoding of text, mathematical notation, and symbols, cultivate understanding and respect across languages and dialects, address biases in the use of language and symbols, and illustrate through multiple media. Building knowledge checkpoints are connect prior knowledge to new learning, highlight and explore patterns, critical features, big ideas, and relationships, cultivate multiple ways of knowing and making meaning, and maximize transfer and generalization.

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For Action and Expression there are three main courses to get the checkpoints done, which are interaction, expression and communication, and strategy development. Interaction checkpoints vary and honor the methods for response, navigation, and movement, and optimize access to accessible materials and assistive and accessible technologies and tools. Expression and communication checkpoints are use multiple media for communication, use multiple tools for construction, composition, and creativity, build fluencies with graduated support for practice and performance, and address biases related to models of expression and communication. Strategy and development checkpoints are set meaningful goals, anticipate and plan for challenges, organize information and resources, enhance capacity for monitoring progress, and challenge exclusionary practices.

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Site that goes with this ~ https://apps.apple.com/us/app/popplet-lite/id364738549

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‎Popplet is the simplest tool to capture and organize your ideas. With Popplet you can quick jot down your ideas and sort them visually. Apple has featured us in “Tools for Teachers”, “New and Noteworthy”, “What’s Hot” and “Get Stuff Done” Popplet is great for school and for learning in the clas…

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Video explaining and showing engagement ~ https://youtu.be/cmBsE4LX8NM?si=AoQsDqn9QuloXNqa

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Center for Excellence in Teaching and Learning at OU

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Universal Design for Learning (Part 3): Engagement Strategies

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Pictures of action and expression ~