Provide options for sustaining effort and persistence
Suggestion for implementing the strategy ‘Supporting engagement in learning’
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Overview
Overview
Explore the 'sustaining effort' guideline.
Recognise which approaches and strategies are already part of your practice.
Take note of anything you hadn't considered before.
Closed Captions
Create goals and scaffold challenge
Create goals and scaffold challenge
Making goals/intentions clear
- Develop clear goals with associated criteria.
- Discuss with students the context, goal, and purpose of learning activities.
- Ensure students understand what the learning goal actually means.
- Display the goal in multiple ways: on the board, a handout, a class website/blog, a poster, in their book, on a Google Doc, or a chart.
- Offer a variety of exemplars where students have expressed understanding of goals in different ways.
Scaffolding challenge
- Offer open inquiry activities with optional built-in supports.
- Offer different degrees of complexity for learning activity.
- Support students with just enough challenge but not too much that they shut down. Tools such as Mathletics allow students to learn new concepts with graduated levels, guided assistance, and scaffolding.
Source: Adapted from UDL Supporting diversity in BC schools (opens in a new tab/window)
Foster collaboration
Foster collaboration
Collaboration and peer mentoring can be valuable approaches to support sustained engagement.
Discuss with students what works for them and the supports required.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)
Provide mastery-oriented feedback
Provide mastery-oriented feedback
Give process feedback such as:
- “I see you used the strategy we talked about.”
- “Your work has paid off.”
Avoid praise feedback such as:
- “You’re so smart!”
Further information:
- Read The perils and promises of praise by Carol S. Dweck
- Watch Carol Dweck, "Developing a Growth Mindset"
Source: Top 5 UDL tips for reducing stereotype threat (opens in a new tab/window)
Reflection questions
Reflection questions
- Multiple strategies to support student motivation, effort, and concentration (for example, shared goal setting, paper or digital-based scheduling tools; prompts or scaffolds)?
- Varying levels of challenge that motivate all students (for example, differentiate the degree of complexity or difficulty, provide alternatives in the tools or scaffolds)?
- Flexible opportunities for students to communicate and collaborate (for example, cooperative learning groups, peer interaction)?
- Feedback about progress in learning to learn (for example, reflecting on effort and perseverance, use of strategies)?
Source: Adapted from Arizona Department of Education
Useful resources
Useful resources
Top 5 UDL tips for reducing stereotype threat
Five examples of how teachers can create welcoming social and emotional climates that improve learning opportunities for every learner. Developed by CAST.
Publisher: CAST
Maximize learning: Keeping students in the zone of proximal development
Dr Erica Warren talks about the importance of keeping students in the zone of proximal development. She offers an overview and practical tips to help in the classroom.
Publisher: Learning Specialist and Teacher Materials
The learning to learn principle
New Zealand Curriculum Update 21 draws on evidence of why learning to learn is important. It describes how to foster learning to learn so that students take ownership of their own learning. It considers assessment for learning, self, and peer assessment.
Next steps
More suggestions for implementing the strategy “Provide multiple means of Engagement”:
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Current page Provide options for sustaining effort
Return to the guide “Universal Design for Learning”
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How to use this site
Guide to Index of the guide: Universal Design for Learning
Understand:
- Why UDL is valuable
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Find out about UDLShow suggestions for Find out about UDL
Strategies for action:
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Provide multiple means of EngagementShow suggestions for Provide multiple means of Engagement
- The affective network and engaging learners
- Provide flexible options
- Provide options for sustaining effort
- Provide options for self-regulation
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Provide multiple means of RepresentationShow suggestions for Provide multiple means of Representation
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Provide multiple means of Action and ExpressionShow suggestions for Provide multiple means of Action and Expression
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How to plan using UDLShow suggestions for How to plan using UDL
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Design considerations in primary settingsShow suggestions for Design considerations in primary settings
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Design considerations in secondary settingsShow suggestions for Design considerations in secondary settings
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Design considerations in NCEA assessmentsShow suggestions for Design considerations in NCEA assessments
