Engagement

Providing Multiple Means of Engagement with Flexible Learning Spaces

Engagement Through UDL: Our Approach

There is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

This is essential, especially at our Adult Education Center where our classes are perhaps the most diverse (age, culture, economic status, cognitive and physical abilities...etc).

Options for Recruiting Interest

CHOICE

SEATING CHOICE (couches, circle/group, individual, standing...etc)

DEMONSTRATE KNOWLEDGE (choice of LS, blog, google docs, paper, video responses)

TECHNOLOGY (laptop, chromebook, ipad, phone, paper)

NOVELS (Socratic circles, book tasting, free choice)

STATIONS (choice of work, include FREE station)

RELEVANCE

CLEARLY EXPLAINING PURPOSE (clear learning targets, clear understanding of competencies, breaking down of rubric & student friendly rubrics)

STUDENT INTEREST SURVEYS (done on the first day! - Get to know your learner: how they learn best, their interests, their past educational experience)

CONNECT KNOWLEDGE BEYOND CLASSROOM (allow students to have a say in the topics studied - ones relevant to their lives/future goals/interests)

LIMIT DISTRACTION/THREATS

ESTABLISH A SAFE & CARING ENVIRONMENT (respect for peers/staff/the room, team building, encourage collaboration, language, focus on students need to be happy and healthy before they can learn)

PROVIDE INDIVIDUAL SPACE (physical work space, time out of class, strategies agreed upon by student and teacher)

Options for Sustaining Effort & Persistence

GOALS

Visible Course Goals (course syllabus, "I Can" checklists)

Student-created SMART goals (Can be educational or behavioral - not restricted to subject)

CHALLENGE EVERYONE

Differentiated Instruction (plan class time to include interventions & extensions

Differentiated Reading Materials (NewsELA -same text, different reading levels)

Formative Assessment is ON-GOING (in order to know where students are and where to challenge them next, use a variety of strategies to help collect this information: Reading Comprehension Strategies, )

FEEDBACK for FOCUS

Feedback (Students understand the value of FORMATIVE ASSESSMENT and are used to giving and receiving feedback)

Feedback Answers Questions Where am I going? Where am I at? How can I close the gap?

Feedback requires Action (feedback requires students to do something - students do the thinking rather than the teacher just fixing the mistakes)

COLLABORATION

Create an Atmosphere of Collaboration (team building activities at the start of and throughout the semester establishes trust and encourages collaboration)

Use Technology that Encourages Collaboration (Google apps, Chromebooks, Flipgrid ...etc)

Arrange the Room for easy Collaboration (circular tables, moveable furniture)

Options for Self-Regulation

BELIEFS & EXPECTATIONS

Value of Student Voice & Knowledge (ensure the teacher voice is not the main voice in the room- ensure the teacher is not the only one doing the "learning" and that ALL students have the opportunity to speak)

Self Efficacy (John Hattie's Effect Size )

Students Know Their Progress (student portfolios & reflection)