Strategies to Engage & Motivate Students UDL AND DIFFERENTIATION JACQUENETTE KING DR. SARA MATTSON, INSTRUCTOR

MOTIVATE & ENGAGE  Students are more likely to achieve at higher levels of achievement when they are motivated about learning and engaged in the subject matter or the learning activities.  Morin (2014) reported that “the goal of both UDL and Differentiated Instruction is to minimize the barriers that prevent or hinder student learning. These approaches are effective practices that focus on student strengths and allow students to be engaged in their learning process” (pg. 3).

MOTIVATE & ENGAGE  Nevin, Falkenberg, Nullman, Salazar & Silio (n.d.) expressed that  “UDL provides a set of principles for teachers and administrators to design curriculum that decreases segregation of students based on their different levels of performance” (pg. 92).  “Differentiated Instruction (DI) is a process wherein educators vary the learning activities, content demands, and modes of assessment to meet needs and support the growth of each child. Di provides different learning experiences in response to each student’s needs” (pg. 92).  The various modes of instructional methods and strategies implemented by these models are designed to motivate and engage students. These models support effective teaching strategies.

MOTIVATE & ENGAGE  Kurtts (2006) reported that participants in a study “recognized how effective instruction can become when students are engaged in the earning process and how the novelty of the software program enhanced this engagement with learning” (pg. 8).  NEA (n.d.) identified that “UDL provides multiple and flexible means of engagement to tap into diverse learners’ interests, challenge them appropriately and motivate them to learn” (pg. 1).

MOTIVATE & ENGAGE  Jones (2013) stated that “when used effectively, technology increases student engagement, enhances rigor and provides more opportunities for students to become independent learners” (pg. 17).  The following are examples of strategies or tools that can motivate and engage students to learn: use of technological tools, team/group activities, hands-on activities, a student-centered classroom, social activities, providing student choice, relevant lessons, and encouraging, praising and expressing belief in students.

REFERENCES  Jones, S. (2013). Instructional Strategies Motivate and Engage Students in Deeper Learning. Retrieved from: publications.sreb.org/2013/13v06w.pdf  Kurtts, S. (2006). Universal Design for learning in Inclusive Classrooms. Retrieved from:  Morin, K. (2014). Breaking Down Barriers and Supporting the Inclusive Classroom. Retrieved from: cntreofexellence.etsb.qc.ca/files/2014/01/May-2014-Newsletter-.pdf  NEA (n.d.). Universal Design for Learning (UDL): Making learning accessible and engaging for all students. Retrieved from:  Nevin, Falkenberg, Nullman, Salazar & Silio (n.d.). Universal Design for Learning and Differentiated Instruction: Resolving Competing mandates of the Individuals with Disabilities Act and No Child Left Behind. Retrieved from: digitalcommons.edu/cgi/viewcontent.cgi?article=1073&context=sferc