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ENGAGEMENT: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick Notes presents Developed by Amanda Nichols Hess, Christina Moore, and Judy Ableser, CETL, Oakland University. Page 1 of 2 Universal Design for Learning (or UDL) is a way to “improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2015). UDL considers the why, what and how of students’ learning. One way to integrate universal design principles into your classroom is to provide learners with multiple means of ENGAGEMENT. This particular UDL approach offers diverse ways for learners to be involved with course content, their peers, and the instructor. By building in different engagement opportunities, you can help learners see the relevance of disciplinary knowledge in their academic, professional and personal lives. 2. Include variety in classroom activities to integrate learners’ different experiences, identities, backgrounds and cultures. 3. Build activities that ask learners to engage with a “real” audience and have a clear real-world purpose. 1. Build in opportunities for learners to provide their input on how classroom tasks are designed. 4. Divide long-term course or assignment goals into smaller short-term objectives. Multiple means of engagement can help different groups of learners in different ways without watering down learning outcomes. Not every strategy will work in every classroom, or for every subject area—find the ones that you are comfortable with and that work for your discipline and learners. TEACHING STRATEGIES From the National Center on UDL, 2014 Broader principles from: National Center on Universal Design. (2014). Principle 3: Provide multiple means of engagement. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle3 • Ask for periodic, informal feedback on whether students see class activities as relating to their attainment of course outcomes. • Provide students with opportunities to research, understand, and teach their peers about course concepts and topics. • Let students decide whether certain tasks (i.e., discussions) will occur online or face-to-face. • In example scenarios or problems, use a variety of names, settings, or cultural references. • Invite students to share their experiences, but don’t ask a student to “represent” a group. • Ground classroom activities in a variety of social, professional or cultural contexts beyond the classroom. • Use experiential learning strategies to highlight the relevance of course content. • Ask students to identify the potential real-world audiences or applications they see in their work. • Share examples of past students’ coursework and how it met learning outcomes while being authentic to real-life situations. • Break final projects into stages that students can develop and receive feedback on throughout the course. • Link existing tasks into an overarching task to help students see content connections. • Ask students to break an assignment into manageable parts with a timeline for completion.

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Page 1: ENGAGEMENT: Universal Design for Learning Principle · ENGAGEMENT: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick Notes presents

ENGAGEMENT:UniversalDesignforLearningPrinciple

TheCenterforExcellenceinTeachingandLearningQuickNotespresents

DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page1of2

UniversalDesignforLearning(orUDL)isawayto“improveandoptimizeteachingandlearningforallpeoplebasedonscientificinsightsintohowhumanslearn”(CAST,2015).UDLconsidersthewhy,whatandhowofstudents’learning.

OnewaytointegrateuniversaldesignprinciplesintoyourclassroomistoprovidelearnerswithmultiplemeansofENGAGEMENT.ThisparticularUDLapproachoffersdiversewaysforlearnerstobeinvolvedwithcoursecontent,theirpeers,andtheinstructor.Bybuildingindifferentengagementopportunities,youcanhelplearnersseetherelevanceofdisciplinaryknowledgeintheiracademic,professionalandpersonallives.

2.Includevarietyinclassroomactivitiestointegratelearners’differentexperiences,identities,backgroundsandcultures.

3.Buildactivitiesthatasklearnerstoengagewitha“real”audienceandhaveaclearreal-worldpurpose.

1.Buildinopportunitiesforlearnerstoprovidetheirinputonhowclassroomtasksaredesigned.

4.Dividelong-termcourseorassignmentgoalsintosmallershort-termobjectives.

Multiplemeansofengagementcanhelpdifferentgroupsoflearnersindifferentwayswithoutwateringdownlearningoutcomes.Noteverystrategywillworkineveryclassroom,orforeverysubjectarea—findtheonesthatyouarecomfortablewithandthatworkforyourdisciplineandlearners.

TEACHINGSTRATEGIESFromtheNationalCenteronUDL,2014

Broaderprinciplesfrom:NationalCenteronUniversalDesign.(2014).Principle3:Providemultiplemeansofengagement.Retrievedfromhttp://www.udlcenter.org/aboutudl/udlguidelines/principle3

• Askforperiodic,informalfeedbackonwhetherstudentsseeclassactivitiesasrelatingtotheirattainmentofcourseoutcomes.

• Providestudentswithopportunitiestoresearch,understand,andteachtheirpeersaboutcourseconceptsandtopics.

• Letstudentsdecidewhethercertaintasks(i.e.,discussions)willoccuronlineorface-to-face.

• Inexamplescenariosorproblems,useavarietyofnames,settings,orculturalreferences.• Invitestudentstosharetheirexperiences,butdon’taskastudentto“represent”agroup.• Groundclassroomactivitiesinavarietyofsocial,professionalorculturalcontextsbeyondthe

classroom.

• Useexperientiallearningstrategiestohighlighttherelevanceofcoursecontent.• Askstudentstoidentifythepotentialreal-worldaudiencesorapplicationstheyseeintheir

work.• Shareexamplesofpaststudents’courseworkandhowitmetlearningoutcomeswhilebeing

authentictoreal-lifesituations.

• Breakfinalprojectsintostagesthatstudentscandevelopandreceivefeedbackonthroughoutthecourse.

• Linkexistingtasksintoanoverarchingtasktohelpstudentsseecontentconnections.• Askstudentstobreakanassignmentintomanageablepartswithatimelineforcompletion.

Page 2: ENGAGEMENT: Universal Design for Learning Principle · ENGAGEMENT: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick Notes presents

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1.Createtext-basedresourcesthatlearnerscanvarythesizeoftext. ✓

2. Providetextorspokenequivalentsofimages,graphics,videos,oranimation. ✓ ✓ ✓ ✓ ✓

3.Usevisual(read:non-languagebased)resourcestoclarifyvocabularyterms. ✓ ✓ ✓ ✓

4.Useavarietyoffamiliarcontextstogroundnewconcepts,orasklearnerstosituatekeyideasintheirowncontexts.

✓ ✓ ✓ ✓

5.Highlighttolearnerstheconnectionsbetweenanyinformationprovidedasatextandtheaccompanyingrepresentation(e.g.image,video,diagram)

✓ ✓ ✓ ✓ ✓ ✓ ✓

OtherUDLpracticesthatareespeciallyhelpfultolearnergroupsoftenchallengedbytraditionalclassroomstyles.

6.Constructlinkedtaskswithvaryingdegreesofdifficultythatrequirelearnerstoworktowardsimilarcoursegoalsoroutcomes.

7.Givelearnersfeedbackfrequentlyandinatimelymanner.

5.Requirelearnerstoreframecourseobjectivesintotheirownpersonallearningoutcomes.

8.Givelearnersresourcestohelpthemcopewith“subjectphobias.”

DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page2 of2

• Beginthecoursebypromptinglearnerstoaligncourseoutcomeswiththeirowngoals.• Connectcourseoutcomestospecifictasksandhavestudentssharehowwelltheymetthese

outcomesattheconclusionofthesetasks.• Wrapupthecoursebyaskingstudentstoreflect(inwriting,indiscussion,orvideo)onhow

theoutcomesimpactedtheirpersonallearning.

• Buildsmall(e.g.activities)andlarge(e.g.papers,exams)tasksthataddresscourseoutcomes.• Varyactivities—easytodifficult,difficulttoeasy,oravarietyofchallenges–withinacourse

session/timeperiod.• Useconstructivealignmenttolinkalllearningactivitiestocourseoutcomes.

• Providefeedbackusingrubrics- thismayexpediteassessmentwhileclearlyindicatingstudents’progress.

• Staggeranassignment’sduedatesifpossibletoreducefeedbackload.• Pairstudentstoprovideformativepeerfeedbackbasedonarubricortaskguidelines.

• Sharesupporttools,suchasdepartment/campustutoringorcoaching,writingcenter,libraryhelp,andonlineresources.

• Emphasizeagrowthmindset,replacing“I’mnotgoodatX”with“I’mstilllearningaboutX.”• Shareconcrete,discipline-specificexamplesofhowpaststudentshavecopedwith

challenginglearningsituationsorexperiences.


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