Activate student agency and ownership
Suggestion for implementing the strategy ‘Enable access and participation in learning’
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Support learner agency
Support learner agency
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Provide varied assessments
Provide varied assessments
Not being able to demonstrate your understanding and creativity can be frustrating.
Design UDL options for expression that recognise students’ strengths so they can achieve to the best of their ability.
![9102 [Studen-with-autism-Flickr-https-flic.kr-p-7kqM28.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Studen-with-autism-Flickr-https-flic__ScaleMaxWidthWzEwODZd.kr-p-7kqM28.jpg)
Support choice making
Support choice making
Approaches:
- Steadily increase the options on offer
- Regularly touch base with students to review choice making.
Areas where choice can be offered:
- Where to study
- Who to work with
- Timetable for the day
- When to take a food or stretch break
- How to demonstrate their learning
- The text or topic for an inquiry
- The subject of creative work.
Offer physical and digital tools
Offer physical and digital tools
Visual tools and approaches:
- drawings, graphics, infographics, posters, acrostics, comics
- mural, display, timeline, collage, installation
- board game, magazine, brochure, digital presentation
- movie, storyboard, stop motion film, photographs, advert.
Auditory tools and approaches:
- write and record songs, raps, slam poetry, jingles
- voice avatar (Voki or Voicethread)
- make a news report, podcast
- conversation in social media (Twitter or Facebook)
- publish a blog post, website
- design a survey and interview, talk show, debate, lecture, questions for a trivia show
- soundtrack to a novel, poem, time period, feeling.
Physical tools and approaches:
- construct a model (for example, diorama), installation, sculpture
- create a role play, skit, tableau, dance, puppet show, demonstration, costumes.
Source: Adapted from UDL supporting diversity in BC schools (opens in a new tab/window)
Self-assessment
Self-assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- Students understand their next academic and behavioural learning steps.
- Students are helped to set goals and to monitor their progress towards them.
- Consider a variety of elements when offering choices (for example, order, materials, partners, location, and type of task).
- Ensure students understand what each option involves and teach them how to make good choices.
- Provide a range of ways that students can express their understanding of key ideas and demonstrate their skills.
- Support students who have difficulty with tasks through scaffolds such as writing frames and sentence starters.
- Use digital supports to engage and motivate students to express their ideas.
Source: PB4L: Teaching for Positive Behaviour (opens in a new tab/window)
Useful resources
Useful resources
How to successfully introduce self-assessment in your classroom
Read time: 14 min
Guidance and tools on using self-assessment.
Publisher: The Education Hub
Self monitoring ready to use resources
A UDL-aligned collection of checklists for self-monitoring focussed on behaviour, academic progress, and time management. Use as a reference to create your own.
Publisher: Goalbook
Discover the learner – Building the skills of agency and self-advocacy using the UDL lens
Information about how learners identify and develop skills.
Publisher: iNACOL
Next steps
More suggestions for implementing the strategy “Enable access and participation in learning”:
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Current page Activate student agency and ownership
Return to the guide “Behaviour and learning”
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
