Principle 3: Multiple means of Engagement – the ‘Why’ of learning
Today we look a the third UDL guideline ‘Providing multiple means of engagement.’
The goal of the third UDL guideline is to provide ways of building students ‘affective networks.’ The goal of this principle is to ‘provide multiple means of engagement for students’ resulting in students being more ‘motivated, challenged, excited or interested in what they are learning about’ (“What is Universal Design for Learning | National Center On Universal Design for Learning”, 2017).
The three Guidelines that accompany this Principle are:
- 7.Provide options for recruiting interest
- 8. Provide options for sustaining effort and persistence
- 9.Provide options for self-regulation
You can view the checkpoints for each guideline in detail here at the National Center on Universal Design for Learning.
The following video takes a humorous look at ways in which not to provide Multiple means of engagement.
I think we can all relate to this experience in some way as students. You might like to make some suggestions in the forum of ways in which this teacher could have incorporated multiple means of engagement into this setting.
The UDL Guidelines
Here are each of the guidelines and checkpoints for UDL for Principle 3 – Provide multiple means of engagement.
*numbering continued from previous principle
07. Provide options for recruiting interest
Each Guideline has supporting checkpoints that provide concrete actions on what to do exactly to meet the guideline.
07. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
08. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
09. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation
The National Center on Universal Design for Learning produced this graphic organizer with the UDL Guidelines in PDF format.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
“Provide Multiple Means of Engagement” in a nutshell
What does ” Provide multiple means of engagement” look like in the classroom?
Below are some practical examples for providing this principle in the classroom:
- Provide multiple resources or options that students can choose from
- Give them activities that encourage autonomy
- Provide feedback through such things as non- assessed quizzes to encourage reflective learning
- Chunking content
- Let the students create assessment tasks
- Have activities that have a ‘real world’ context and provide authentic learning experiences
- Provide rubrics for students so that they are clear on what the expectations are and can work towards that
- Use peer or group activities in which the group decide on the activity and its goals
Have a think about one of the courses you are working on developing or convening have you built in ways to challenge or excite students? Maybe think about what types of things motivate, challenge or excite you!
Have a look at the checkpoints for this third principle. Select one of the checkpoints and think about how you could cater for this within your course. What technologies or tools could be used to accommodate this checkpoint?
Add your ideas to the forum outlining which checkpoint you are addressing.
UDL and assessment:
Applying the UDL guidelines to content is one thing but it also needs to be applied to assessment tasks.
Here are a few things you need to consider when applying multiple means of engagement to assessment tasks:
“Do students think that they can be successful? Emphasizing the importance of effort and motivation and expressing confidence that students can meet high expectations can improve their performance.
Do assessments provide different levels of challenge? One way to do this is to provide options on essay exams so that students can choose a question they feel they can answer well. Another way is to allow students to answer essay questions in different formats. Perhaps students could write a classic essay, create a short play, or create a video response. Once an instructor has addressed the question, “What do I really want the learner to learn?” (i.e., construct relevance) then the individual motivations and desires of learners and the time constraints of their instructors may be the only limits to the possibilities.
Are different formats used for assessments over the course of a semester? As mentioned earlier, the demands and benefits of any one form of assessment will differ for each student. Therefore, the options and supports provided for the first two UDL principles (representation and action and expression) can enhance engagement in the assessment process.” (UDL On Campus)
If you have an example of an assessment task that provides multiple means of engagement please share it on the forum.
You might also like to select one of the checkpoints outlined and suggest ways that you could provide for this in an assessment task.
Have a close look at an assessment task you have developed what could you incorporate into the task to better provide multiple means of engagement? Please share on the forum.
The following template can be used to help you in the review your course or activities within your course by working through each checkpoint. Not every checkpoint will necessarily be able to be applied so please do not feel that you have to fill in every box!
Coffee get together!
The ANU Science Teaching and Learning Day is on this Friday, which is about ‘Inclusive teaching: Making it happen.’ As many of you will be attending this event we have decided that we could meet for our face to face coffee session during the morning tea break at 10.40 am, 3rd floor Teaching Room, Science Teaching Building, 136. We look forward to seeing you then.