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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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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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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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My granddaughters, Aylin and Ariette, are queens of why. " Why do we need to do this homework?" " Why can't we keep watching the iPad?" " Why can't we eat Fruit Loops for dinner?" As a grandparent, it can be an exhausting exercise to answer all of these "whys" kindly and patiently and not just yell out " because I said so!" But the fact is, when my wife Kathy and I have our granddaughters over for a sleepover, we want it to be a happy time. " Because I said so " is simply not going to get them through tough moments.

In the classroom, getting students to embrace the why can be even more challenging because of student variability. Students have different strengths, limitations, interests, cultures, and backgrounds. They have varying social skills and some are better at self-regulating and coping than others. " Learn it because you have to " doesn't pass muster with a single kiddo. It certainly won't work with 10, 20, or 30 students in your class.

That is why it is critical for us to provide multiple means of engagement. Let's start by unpacking the UDL principle for Engagement. The principle is broken up into three distinct guidelines which are further divided into checkpoints. Each checkpoint serves as a reminder for considerations we must take when working with groups of learner[[s who have varying strengths and weaknesses.

The three guidelines in the engagement principle are:

Provide options for recruiting interest

Provide options for sustaining effort and persistence

Provide options for self-regulation

Traditionally, we often equate engagement to interest, but at a glance, you can see it goes so much further than that.

Know the Goal, Engage the Student

The engagement principle means that the students ALWAYS know the goal(s) of the lesson and what the standard(s) is that you are reaching for in the lesson. By being clear about our goals, we help to recruit interest and help students sustain effort and persistence when things get challenging. Below are some examples and guiding questions to drive engagement based on:

How the Assignment is Delivered. Can the students read about it, watch something about it, do something about it, or with it? Or, will listening to the teacher do the trick?

The Perspective of the Topic. Can the students find out about what the topic means to different people or different times? Can they find out about what it means to a certain occupation or how they will be able to solve some past or future problem? Can they ask a lot of questions?

The Different Methods of Working. Can students work alone, in a small group or with you? Can they go home and ask their family members? Can they have a choice to just go do research on it at the library or online? Can it be a discovery project?

Social Emotional Factors. Before students can start learning in any option, it is important to create engagement given varying social emotional factors. Some students like spontaneity, some don't. There will be some students who come into a given situation with the feeling that they are "no good at this" or they feel that they are "not as smart as the other kids", aka the "stereotype threat ". So ensuring that you have options for students to self-regulate is critical.

Keep Students Actively Engaged

Engagement extends beyond recruiting interest and providing choice. We also have to ensure that students can commit to the learning process and continue to put in effort and persistence.

"With UDL, our aim is to enable all learners to become expert. In the all-important affective domain, expertise involves developing interest, purpose, motivation, and, most importantly, strong self-regulation as a learner."
- Meyer, Rose, and Gordon, Universal Design for Learning: Theory and Practice

Here are the UDL Guidelines for Engagement ( image at right). Together, these guidelines and checkpoints ask us to consider how we design instruction where all students can work toward meaningful goals with appropriate levels of challenge.

Given the incredible variability of our classrooms, it is important to design lessons and units with scaffolding and support as well as acceleration and enrichment. You don't have to take this on yourself. Foster collaboration and community with your learners to ask them to co-create lessons with you. Just as you provide mastery-oriented feedback to learners, so too should they have opportunities to share feedback with you, as an educator.

It is critical that we create classrooms where students feel safe enough to take risks and know they have options to cope. Creating practices and procedures that embrace frequent breaks, embedded accommodations, revisions, and retakes can optimize student motivation. Since we are asking students to personalize their learning, it is important that we offer frequent opportunities for them to reflect on their decisions and course correct if necessary. This is a critical part of executive function and what it means to be an expert learner.

To lear more about the Engagement principle and the UDL Guidelines, check out the resources below:

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UDL: Providing Multiple Means for Engagement

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Unpacking the UDL Guideline: Providing multiple means for engagement. Why it is critical for us to provide multiple means of engagement for learners.

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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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Early Childhood UDL Lesson Revision Examples

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Early Childhood UDL Lesson Revision Examples

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In our previous article about Universal Design for Learning, we introduced the basic principles of UDL and how approaching course design with accessibility and flexibility in mind can lead to better learning outcomes. This second article gives more detail on the first principle of UDL, Multiple Means of Engagement, and examples of how to incorporate it into your curriculum.
"I never teach my pupils, I only attempt to provide the conditions in which they can learn." ― Albert Einstein
Gaining Momentum with Multiple Means of Engagement

Students feel motivated to learn by a variety of factors depending on their personality, background, abilities, and interests. This is true whether or not a student has a documented disability with accommodation needs. The principle of Engagement addresses the multitude of ways that an individual might vary in how they are motivated and stay engaged with learning content. Classrooms are now more diverse than ever, and presenting instruction that addresses their different perspectives is key to student success.

Keep in mind that there is no one right way to engage all learners. Universal Design empowers educators to provide multiple options that will meet the needs of students coming from any perspective. That doesn't necessarily have to mean a lot more effort on the part of the instructor, but it requires some critical and creative thinking to design lessons and assessments that resonate with all of their students.

Strategies for Engagement

Getting students interested in the course content early on can make a big difference in the quality of their overall learning experience. There are three sets of strategies for Engagement in UDL: 1) Recruiting Interest, 2) Sustaining Effort and Persistence, and 3) Self-Regulation. Consider the strategies for each guideline below when considering how to make content engaging and provide continuous motivation throughout a course.

Note that UDL has a lot of best practices, but you don't need to try all of these at once for them to be effective. Incorporate some of these strategies into your teaching approach and gradually build upon them as you see fit.

Recruiting Interest

If you don't have a student's interest, they won't learn effectively and may "go through the motions" just to get a grade. Who wants that? Instructors can recruit interest by making information accessible by developing content that is relevant, timely, and appealing to your audience, and offering variety in how they develop skills and knowledge.

Each class will be different, each student will be different, and factors that influence interest can change over time. Giving students choices in their learning, optimizing authentic, participatory, and experiential learning, and creating a supportive learning environment that minimizes distraction and unnecessary stressors will make it easier to gain and keep their attention.
Some specific strategies for recruiting interest include:

Give learners as much choice and autonomy as possible (not in what they learn, but how they learn - such as the tools they use to complete assignments and the sequence and timings of tasks)

Allow learners to participate in the design of class activities where possible

Guide learners in settings their own goals

Vary activities and sources of information to connect with students from different backgrounds with different abilities and interests

Create course content that is socially, culturally, and personally relevant to students

Invite students to give their personal responses and perspectives

Design and maintain a predictable course structure

Involve all students in class discussions

Provide variety in types of assignment, types of interactions, and pace of work throughout the course

Maintain continuous communication with students, including alerts and announcements to help them anticipate what's next (no surprises)

Sustaining Effort and Persistence

Many tasks in learning require students to sustain their effort and persistence in order to achieve a goal. Some students can achieve this more readily than others. Variances in attention, effort, and focus can be influenced by factors such as motivation, ability to self-regulate, and confidence level with the material. Helping students build self-regulating skills, providing conducive learning tools and environments, and augmenting their self-determination with continuous motivation will allow them to best demonstrate consistent performance throughout their learning.

In some cases, students may feel a lack of motivation or internal organization when they don't fully understand the goal or purpose of an activity. Others may need a sense of community to feel engaged in the course. Sometimes, more structure is needed to feel that they will be able to succeed. Regardless of the reasons, clear communication and consistent evaluation of student progress will help you adapt to their learning needs.
Some specific strategies for sustaining effort and persistence include:

Prompt students to put learning goals in their own words to solidify understanding

Present learning goals and the purpose of activities in multiple ways

Break up larger goals into smaller goals and break up assessments accordingly

Use visualizations like timelines to explain goals

Demonstrate scheduling and planning tools in the LMS

Show students example of successfully completed assessments

Adjust the degree of difficulty and complexity according to student performance

Offer alternative formats, tools, and pathways to learning

Create a class culture of cooperation and peer learning

Encourage peer support opportunities like tutoring and study groups

Generate clear expectations for group work (rubrics, agreements, etc.)

Provide frequent, timely, and specific feedback that focuses on improvement and encouragement

Self-Regulation

Instructor involvement in engaging and motivating learners through course design and culture helps students get their footing and stay on task. However, it is ultimately the student's responsibility to regulate their own attention, focus, and motivations. Self-regulation involves managing one's emotions and mental state to be able to fully participate in one's environment.

Some students may struggle with self-regulation even at the postsecondary level, due to personal aptitude, environmental factors, or lack of guidance in their prior education. At the same time, there is a certain level of expectation that college students can mitigate their thoughts and actions independent of their instructors and classmates. College instructors can integrate support for learner variance in self-regulation without excessive hand-holding by anticipating student needs, allowing for flexibility by planning ahead, and monitoring the aptitude and behavior of individual students.
Some specific strategies for sustaining effort and persistence include:

Establish expectations on conduct, interaction, and timelines and provide reminders

Always use rubrics and communicate assessment requirements

Allow for extra time on assessments when appropriate

Integrate self-reflection and persona goal-setting into assessments

Connect students with campus resources for academic success, such as tutoring

Maintain open dialog about student questions, challenges, and frustrations

Provide guidance and correction on areas of student improvement when giving feedback

Creating an Environment for Success

The principle of Engagement centers on providing students with conditions that allow them to develop a motivated and optimistic outlook toward their learning. It's a two-way street, and students need to take advantage of the opportunities they are given in order to be successful. Being mindful about differences in factors that motivate students and planning accordingly using these strategies will prepare you to teach any student. By incorporating the principle of Engagement, instructors can develop materials that offer flexibility and shape a learning environment in which any student using their full capabilities can master the content.

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Strategies for Engaging Students with Different Learning Needs

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In our previous article about Universal Design for Learning, we introduced the basic principles of UDL and how approaching course design with accessibility and flexibility in mind can lead to better learning outcomes. This second article gives more detail on the first principle of UDL, Multiple Means of Engagement, and examples of how to incorporate it into your curriculum.

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 5 Language Arts

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 1 Mathematics

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When you plan a road trip, you know you might run into detours or roadblocks that get in the way of reaching your destination. Some of those barriers are predictable, like traffic, road work, or bad weather. Knowing and anticipating those barriers can help you plan your trip so you can still get to your destination.

Classroom lessons are no different. There will be barriers that prevent students from reaching the intended learning goals. Just like with a road trip, some of those barriers are predictable and can be reduced by careful planning and design. Identifying barriers in curricular goals, assessments, methods, and materials will help students gain the skills they need to become expert learners.

What are barriers to learning?

Barriers to learning are where students "get stuck" in a lesson or activity. For each student, barriers can differ from subject to subject and from activity to activity. A core tenet of Universal Design for Learning (UDL) is to anticipate and address those barriers up front. You can do that by designing flexible lessons and learning environments rather than trying to "fix" or change a student.

Here are some examples of barriers:

Not having enough background knowledge or the required skills for a lesson

Not knowing the next steps or not receiving feedback about their progress, which can be difficult for many students, especially those who struggle with executive function

Not knowing key vocabulary terms, which can be challenging for many students, including English language learners

Facing social-emotional challenges or feeling that a lesson isn't culturally relevant or academically interesting

How can I identify and reduce barriers?

The first step is to clarify the goal (or the "destination") of your lesson. If lessons are overpacked with goals, it can be overwhelming to identify all of the barriers.

So for each part of a lesson, identify the primary goal: What do you really want students to know, do, or care about for that part of the lesson? Then, reflect on the different pathways or options students have to achieve that goal. That flexibility helps reduce barriers and increases meaningful learning opportunities. Ask yourself the following questions:

In addition to these questions, there are three more ways you can identify and reduce barriers in your lessons: reflect on where you need to re-teach; ask students to give you feedback; and proactively identify barriers.

1. Reflect on reteaching.

After a lesson, ask yourself, "When did I need to repeat directions?" "When did I have to show students how to do something I already taught?" or "When was a student not able to be fully included in the lesson?" The answers will help you identify the barrier in your lesson. With the barrier in mind, you can then make plans to reduce that barrier by adding an additional support or scaffold into the learning environment.

For example, imagine that after you model how to solve a word problem, some students struggle to remember the process for solving this kind of problem. The barrier is that the lesson requires students to process and work with a lot of information at once. To reduce the barrier, you could create a short video highlighting the key steps of the process. Or you could provide a graphic organizer outlining the steps.

Adding those resources to your lesson and making them available for all students to reference as needed reduces the barrier. Those resources will also help all students develop expert learning skills and make progress. That, in turn, empowers students to better understand what they need to be more independent in their learning.

Whether they know it or not, students are very good at giving feedback about barriers. Think about when students ask, " Do I have to...?" That question often signals that the student is facing a barrier to learning. For example, a student who asks, " Do I have to work with a partner?" is expressing concern that working with a partner is going to get in the way of learning.

Before responding to the question, you can think through whether partner collaboration is an important part of the lesson goal. If it is an important part of the lesson, you might reduce the barrier by suggesting a few sentence starters to foster collaboration between partners. If partner work is not critical to the lesson goal, you could make working with a partner optional.

You can also use exit tickets to gather student feedback. Ask students where they were frustrated or disengaged during a lesson. Read more from Reading Rockets about how to use and create exit tickets.

Using tools like exit tickets can help you build routines to better understand the experiences your students are having in the classroom. At the same time, these routines can also build students' self-awareness and self-advocacy skills so they can recognize and address their own barriers.

You can also proactively identify barriers using CAST's UDL Guidelines. It's a powerful tool to help you think about potential barriers to learning before delivering a lesson. With UDL, barriers can be identified in terms of:

Will reducing barriers make learning too "easy"?

It's natural to worry that offering strategies or scaffolds could lead students to take the "easy" route. And sometimes, you may want students to grapple with a concept or encounter a productive struggle. Productive struggle is about students experiencing desirable difficulty, like struggling with how to apply a particular problem-solving strategy. (It's not about being stuck while trying to read the text that explains the strategy.)

So how do you balance these concerns with reducing barriers? Here are some considerations:

Without scaffolds, students may not gain the foundational skills and tools necessary to develop expert learning. Keep in mind that most scaffolds aren't meant to be permanent, but are phased out as students build expertise. If students continue to use a scaffold longer than needed, it's a good chance to encourage them to take a risk and not use the scaffold anymore.

No lesson will ever be completely barrier-free. Each year and in each lesson, there will be different barriers for different students.

But identifying and reducing those barriers is important. Without flexible tools and resources for all students, gaps in learning outcomes will persist. This is especially true of students who come to lessons without the expected requisite background or skills.

When you reduce barriers and set challenging, meaningful learning goals, you will develop more equitable teaching practices for all students. You will have designed learning to anticipate and value student variability in your class.

To get started with finding and breaking down barriers, print or download a one-page chart that includes the three UDL principles adapted from CAST. The chart includes some questions to consider and examples of the principles in action. Keep the chart on hand when you set out to reduce barriers to learning in your next lesson or activity.

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How to break down barriers to learning with UDL

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See how to use Universal Design for Learning (UDL) to anticipate and address barriers to learning. Use UDL barrier analysis to help design flexible curricula.

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UDL - Multiple Means of Action and Expression

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Lesson planning with Universal Design for Learning (UDL)

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