Webinar 3: Multiple Means of Engagement

1. Webinar 3: Multiple Means of Engagement February 26, 2014 Grace 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

5. 3 Principles, 9 Guidelines with checkpoints Emphasizes the importance of removing unnecessary barriers Highlights strategies for building expertise Emphasizes the learning expertise towards achieving the goal http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf (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

7. Affective Networks: “why of learning” • Evaluate and set priorities – this colors our experiences and drives our actions EMOTION IMPACTS LEARNING (C) CAST 2013

8. Multiple Means of Engagement (C) CAST 2013

9. Considerations for Design Variability in interest Variability in effort Variability in self-regulation (C) CAST 2013

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 objectives • 8.2 Vary demands and resources • 8.3 Foster collaboration and community • 8.4 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 • 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. (C) CAST 2013

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 - • 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. (C) CAST 2013

18. 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

19. 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.

20. 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.

21. 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

23. Scenario #1: Flexible components Example of Flexible Goals Provide Multiple Means of Expression: • Develop a narrative in writing, orally or through images Example of Flexible Methods Provide 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