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

2(C) CAST 2013

Check-in Status What challenges and successes did you encounter since our last webinar? What worked – what didn’t work? 3(C) CAST 2013

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 4(C) CAST 2013

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

As we discuss the UDL Guidelines, Principle 3 you may want to identify one lesson/learning experience from your practice. 6(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

Options for Recruiting Interest 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions 10 (C) CAST 2013

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. 11 (C) CAST 2013

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 12 (C) CAST 2013

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 13 (C) CAST 2013

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 14 (C) CAST 2013

Self-regulation 15 (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.

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 16 (C) CAST 2013

Activity - 17 (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. SkillsConcepts Write narratives Develop experiences or events Effective technique Descriptive details Clear event sequences

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. SkillsConcepts Write narratives Develop experiences or events Effective technique Descriptive details Clear 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?

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? 22 (C) CAST 2013

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

Review: 3 Brain Networks/Principles, 9 Guidelines with checkpoints ‘Tell me more’ 24 (C) CAST 2013

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” 25 (C) CAST 2013

Next session: – Site Visit 26 (C) CAST 2013