Date
19 February 2019

Provide options for sustaining effort and persistence

Suggestion for implementing the strategy ‘Supporting engagement in learning’

On this page:

Overview

Overview

An introduction to ways to strengthen students abilities to tackle challenges with focus and determination.

Create goals and scaffold challenge

Create goals and scaffold challenge

Whenever possible, involve students in the design of learning objectives, goals and levels of 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.

tuakana teina 2

Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)

Provide mastery-oriented feedback

Provide mastery-oriented feedback

Emphasise strategies and persistence rather than intelligence.

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:

Source: Top 5 UDL tips for reducing stereotype threat (opens in a new tab/window)

Reflection questions

Reflection questions

In what ways do I support student motivation, effort, and concentration?
  • 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 Questions to ask - UDL considerations (opens in a new tab/window)

Useful resources

Useful resources

Website

Top 5 UDL tips for reducing stereotype threat

Publisher: CAST

Visit website

Website

Maximize learning: Keeping students in the zone of proximal development

Publisher: Learning Specialist and Teacher Materials

Visit website

Website

The learning to learn principle

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Next steps

More suggestions for implementing the strategy “Support engagement in learning”:

Return to the guide “Universal Design for Learning”

Guide to Index of the guide: Universal Design for Learning

Strategies for action:

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