1

Webinar 3: Multiple Means of Engagement

February 26, 2014Grace Meo

2(C) CAST 2013

3

Check-in Status

• What challenges and successes did you encounter since our last webinar?

• What worked – what didn’t work?

(C) CAST 2013

4

Goal for today

• To build background about UDL Principle 3: Multiple Means of Engagement

– Explore variability in individual affective networks

– Understand how Principle 3 can support learner variability

(C) CAST 2013

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

5

Emphasizes the importance of removing

unnecessary barriers

Highlights strategies for building expertise

Emphasizes the learning expertise towards achieving the goal

3 Principles, 9 Guidelines with checkpoints

(C) CAST 2013

6

As we discuss the UDL Guidelines, Principle 3 you may want to identify one lesson/learning experience from your practice.

(C) CAST 2013

Evaluate and set priorities – this colors our experiences and drives our actions

Affective Networks: “why of learning”

(C) CAST 2013

EMOTION IMPACTS LEARNING

Multiple Means of Engagement

8(C) CAST 2013

Variability in interest

(C) CAST 2013

Considerations for Design

Variability in effort

Variability in self-regulation

10

Options for Recruiting Interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

(C) CAST 2013

11

Options for Recruiting Interest

Let’s pause for a moment and think about:

options that come to mind for recruiting students in educational settings.

challenges do you think that you will encounter.

(C) CAST 2013

12

Options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives8.2 Vary demands and resources8.3 Foster collaboration and community8.4 Increase mastery oriented feedback

(C) CAST 2013

13

Options for increasing mastery-oriented feedback

• Provide feedback that encourages perseverance

• Provide feedback that emphasizes effort

• Provide feedback that is frequent, timely, and specific

• Provide feedback that is substantive and informative rather than comparative or competitive

• Provide feedback that models how to incorporate evaluation

(C) CAST 2013

14

Options for Self-regulation

9.1 promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

(C) CAST 2013

15

Self-regulation

(C) CAST 2013

• ability to set motivating goals

• sustain effort toward meeting those goals;

• monitor the balance between internal resources and external demands, seeking help or adjusting one's own expectations and strategies as needed.

16

Options for Self-regulation

9.1 promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

(C) CAST 2013

17

Activity -

(C) CAST 2013

• Start with Common Core State Standard for your unit/lesson.

• Consider how you can formulate a goal that addresses learner variability

• Use the checkpoints as a menu of options to select from.

Scenario #1: ELA Writing

CCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

(C) CAST 2013

Scenario #1: Unwrap the standard

CCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Skills Concepts

Write narrativesDevelop experiences or events

Effective techniqueDescriptive detailsClear event sequences

Scenario #1: Unwrap the standardCCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Skills Concepts

Write narrativesDevelop experiences or events

Effective techniqueDescriptive detailsClear event sequences

Scenario #1: Consider UDL

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive, details, and clear event sequences.

How can UDL principles be applied to this standard to develop flexible goals, methods, materials, or assessments?

22

Then ask yourself

• Is the goal clearly stated and understood by all?

• Is the assessment aligned to the goal?

• Do my methods and materials minimize barriers for my learners?

• How have I considered the three UDL principles? Which guideline or checkpoint will I focus on?

(C) CAST 2013

Scenario #1: Flexible componentsExample of Flexible GoalsProvide Multiple Means of Expression:• Develop a narrative in writing, orally or through images

Example of Flexible MethodsProvide Multiple Means of Representation:• Provide scaffolds to help students develop descriptive

details and clear event sequences (e.g. describe orally, write on index cards and then sequence)

• Start with images, generate words

24

Review: 3 Brain Networks/Principles, 9 Guidelines with checkpoints

‘Tell me more’

(C) CAST 2013

25

To Learn more, link to Chapter 3 and 5, Affective Networks and Multiple Means of Engagement in the UDL: Theory and

Practice

Link to the “Tell me more – UDL Examples”

(C) CAST 2013

26

• Next session:– Site Visit

(C) CAST 2013