Consideration 7.1: Instructors need to diversify teaching methods to meet the learning goals. Instructors can use traditional teaching methods like writing on boards, worksheets, discussions, collaborative group work, in-person presentations to meet learning goals.
Consideration 7.2: Engagement can be fostered through teacher-student interaction, how the course is set up, and the learning environment. Instructors should provide enthusiasm for the course and share what they bring to the course as well as about themselves personally.
Consideration 7.3: Instructors should recognize student achievements by offering small rewards, such as candy, keepsakes, stickers, or toys, to encourage motivation and engagement.
Consideration 7.4: Students should have the opportunity to have discussions and be open-ended allowing them to share any thoughts they have. This can be done through discussions, reflections, and allowing time for students to raise their hands.
Consideration 8.1: Instructors should tailor learning materials to students and course goals. This can be achieved by understanding students' backgrounds and learning objectives early on. Surveys or discussions can help identify prior knowledge and expectations, allowing instructors to structure the course effectively and make necessary adjustments.
Consideration 8.2: Instructors should provide diverse resources and tools to help students achieve learning goals. This can include traditional methods like paper and pencil, hands-on activities, class discussions, visual aids, and concise lectures tailored to student understanding.
Consideration 8.3: Allows students to foster collaboration with the rest of their peers in the class and ask questions. This can be achieved by having group projects, discussion with their peers, and allowing time for students to raise their hand and ask questions.
Consideration 8.4: Enables students to address classroom bias and bring about change in the classroom. To achieve this, instructors should survey students to see what they want to take away from the course and what they want to see change. Surveying them allows the instructor see the feedback and to adjust the course to meet the learning goals and student needs.
Consideration 9.1: States that students need support in meeting their goals. To help with this, instructors should provide individualized support to see what the barrier is between each student and provide the resources necessary for the student to meet the learning goals. The instructor may identify bias in their teaching methods which can be adjusted for the entire course.
Consideration 9.4: Instructors should implement strategies that encourage students to voice concerns or share their feelings about the course. This can be done through surveys, class discussions, reflections, raising hands, written feedback, or open conversations after class.
Template by Wikipedia: Gallery Walk - An interactive teaching method where students move around the classroom to engage with different stations or displays, promoting discussion and critical thinking.
Template by Genially: Teaching Resource templates - Genially offers free templates for creating interactive and engaging learning materials suitable for primary and secondary education. These templates can be adapted for various classroom activities.
Template by ReadingRockets: Think-Pair-Share - Students think individually about a question, discuss with a partner, and then share their ideas with the class to promote critical thinking and peer collaboration.
Template by Jigsaw: The Jigsaw Classroom - Students learn a segment of content, then share their knowledge in groups, fostering teamwork and ownership of learning.
Template by Poll Everywhere: How Will You Engage Your Audience? - Students participate in live polls or surveys to provide feedback and guide class discussions.
These templates align with the UDL principle of Engagement because they encourage students to be creative and express their opinions, rather than limiting instruction to a single method. This helps foster motivation and active participation in learning.