Universal Design for Learning (4)

Here we look at designing learning that caters to the affective network or 'why' of learning.

Goal setting, an aspect of strategic learning, is mentioned here under affective learning. This is because the method of varying difficulty can be linked with goal setting - thus catering to 2 or more networks - when carefully planned. Sometimes a single activity can be planned to tap on multiple networks. It's this purposeful planning that makes teaching and learning effective for diverse learners.

1) Choice, currency, relevance, connection. Meet intrinsic needs of autonomy through choice of tasks or content. Help students understand the relevance of what they are learning. Use content that is current where possible. Make connections to current topics or news will pique their interests. Positive TSR/rapport or connection operates through affect, reduces anxiety and threats >> increased student engagement.

2) Options of varying difficulty. Use resources that allow students to adjust the difficulty. e.g. Newsela allows you to adjust the reading levels of articles. Offer options of varying difficulty for students to choose from and experience little successes with optional scaffolding. This supports the strategic goal setting (under the recognition network).

Allowing students to choose the level of difficulty they prefer supports the growth of goal setting. This is particularly beneficial for students who are weak in executive functioning (e.g. ADHD or autism) to develop persistence and experience through practising how to set appropriate goals to challenge themselves sufficiently.

3) Offer choice of learning modes. Allow choice of flexible work modes - individual, pair, group. Choice of sources and tools by students. Choice of different modes of presentation/demonstration.

4) Choice of rewards. Immediate feedback and knowledge of progress are factors why online games draw adolescents. Similarly, develop students' awareness of their progress and achievements. Provide timely and explicit feedback on their goals, needs, and progress - by teacher and peers. Incorporating reflection and self-regulation - supports intrinsic motivation - as part of regular lesson activity. e.g. Stikk is a goal-setting app that involves accountability checks by teacher and classmates to be cheer supporters.

#udl #universaldesignforlearning #inclusiveteaching #inclusivesg