Universal Design for Learning

Question 1

Universal Design for Learning (UDL)

Answer 1

is an approach to designing curricula that eliminates barriers in the learning environment in order to improve educational experiences for all learners. All aspects of learning are designed to be modified based on various learner needs. These components of learning design include instructional goals and objectives, methods of instructional delivery, materials used for learning, and assessments.

Principles of UDL:

• multiple means of representation
• multiple means of action and expression
• multiple means of engagement

Question 2

Universal Design for Learning

three principles

Answer 2

The three principles of Universal Design for Learning. Provide multiple means of engagement uses the brain’s affective networks and addresses the “why” of learning. Provide multiple means of representation uses the recognition networks and addresses the “what” of learning. Provide multiple means of action and expression uses the strategic networks and addresses the “how” of learning.

Question 3

Learner Diversity

Answer 3

UDL acknowledges that diversity among individual learners needs to be considered when designing instruction and addressed during the learning process. The different backgrounds, skill sets, needs, and interests learners have can greatly contribute to the learning process and shape how they acquire new knowledge.

Eradicating the approach to designing “one-size-fits-all” instruction is key to UDL. Designing curricula extends beyond designing for only one type of learner. Multiple options for learning should be incorporated into instructional design to effectively educate diverse learners.

Question 4

The Three Primary Brain Networks

Answer 4

Learning is not a one-dimensional process. Research in neuroscience has discovered that three primary brain networks play a role in gathering new information and being engaged in education.

Question 5

Recognition Networks

Answer 5

Perceiving and gathering information, understanding ideas, recalling facts, and recognizing voices and language are all examples of how recognition networks work in our brains. Recognition networks enable us to collect knowledge.

Question 6

Strategic Networks

Answer 6

Examples of how strategic networks work include planning and organizing tasks, connecting ideas together, executing actions and demonstrating skills. Strategic networks come into play when learners complete activities and assessments that allow them to practice competencies and demonstrate mastery of competencies and learning objectives. Strategic networks are involved when learners apply the knowledge they have acquired.

Question 7

Affective Networks

Answer 7

Affective networks in the brain enable us to assign significant or personal meaning to newly acquired knowledge and discover what stimulates us during the learning process. Through affective networks, learners are engaged in the learning process. They are attentive to what is being taught and are motivated to learn more.

Question 8

No One Thinks Exactly the Same

Answer 8

With knowing how learning takes place through these neural networks, not everyone is going to perceive information exactly the same way. Not everyone is going to connect ideas in the same manner or assign the same meaning or significance to a piece of knowledge. Universal Design for Learning aims to embrace these differences in learners. Diversity in learning is highlighted in UDL through the principles and guidelines the approach utilizes for creating varied and flexible instruction.

Question 9

Principle 1: Provide Multiple Means of Representation

Answer 9

We learned that we collect information through the recognition networks in the brain, but collecting that information depends on how that information is presented to us as learners. Learners are diverse. There are learners who may have different cultural backgrounds, learners who may be visually or hearing impaired, and learners who may have cognitive disabilities. Not everyone perceives information the same way, so it is critical that instruction is delivered in various, multiple formats.

Multiple Means of Representation focuses on ensuring variety in instructional delivery. Different mediums should be considered when teaching learners. Presenting information in formats such as print, electronic text, visual and aural is critical. Consider those who may have cognitive, visual, and auditory disabilities, or those who may speak a different native language. For a student who has a cognitive disability, providing instructional visuals may help him or her process information; but a visual will not assist a student who is visually impaired. Implementing multiple instructional options will enhance the chances of diverse learners achieving learning goals and objectives.

Question 10

Guidelines for Multiple Means of Representation:
Guideline 1: Provide Options for Perception

Answer 10

Information is perceived through the senses, particularly through sight, sound, and touch. If instructional information is not presented in a way a learner perceives information, it will be extremely difficult for the learner to grasp the knowledge. Preventing imperceptibility involves presenting the same kind of information in different formats, particularly in formats students can customize based on their specific needs. When options for learners are built into instructional materials, it maximizes a teacher’s chances of reaching a greater number of students.

Question 11

Guidelines for Multiple Means of Representation:
Guideline 1: Provide Options for Perception
Checkpoint 1.1: Allow Information to be Customized

Answer 11

Teachers should consider presenting information in print as well as in digital formats. When digital materials are presented, students should be able to customize the information according to their specific needs. For example, learners should be able to adjust text and image sizes, change fonts, color contrast, the sound and speed levels of audio and video resources.

Question 12

Guidelines for Multiple Means of Representation:
Guideline 1: Provide Options for Perception
Checkpoint 1.2: Make Auditory Information Accessible

Answer 12

Be aware that information presented audibly may not be accessible to students who are deaf or hard of hearing. Consider providing captions and transcripts for video and audio, incorporate speech-to-text technology in the classroom, and supply visual interpretations of music or sounds.

Question 13

Guidelines for Multiple Means of Representation:
Guideline 1: Provide Options for Perception
Checkpoint 1.3: Make Visual Information Accessible

Answer 13

Be cognizant that information presented in a visual format may not be accessible to students who may be blind or visually impaired, or to students who may not know how to interpret graphics due to their backgrounds. Provide both print and electronic descriptions of images and graphics, and use physical, tactile models (maps, atomic structures) for students to touch to grasp information.

Question 14

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols

Answer 14

Different representations of content should be presented to learners to not only increase accessibility, but to enhance comprehension. There are instances where learners may not know or understand what a graphic or symbol may be communicating to them, or what a mathematical equation may be asking of them. This could be due to a specific disability or it could be due to differing cultural backgrounds. In any case, instructors should provide supplemental materials that increase understandability.

Question 15

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Checkpoint 2.1: Explain Vocabulary and Symbols

Answer 15

It is vital to the learning process that instructors take time to teach vocabulary and symbol meanings that will enable students to be successful. Provide descriptions along with graphics and symbols; and supply additional resources like definitions and translations for unfamiliar terms.

Question 16

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Checkpoint 2.2: Highlight Syntax and Structure

Answer 16

The structure of sentences or math equations may be confusing or unfamiliar to some learners. Ensure that relationships between structures are highlighted and emphasized. Additionally, help students connect syntax and structure they have already learned to new knowledge they obtain.

Question 17

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Checkpoint 2.3: Help Decipher Mathematical Notation, Text, and Symbols

Answer 17

To help students learn math symbols and notations, and decode them easier, teachers need to use the symbols frequently. Learners can better recall the meaning of symbols, text, and notations if they are used with fluency in the classroom environment.

Question 18

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Checkpoint 2.4: Support Other Languages

Answer 18

For learners who are not very familiar with the primary language used in the classroom, additional resources should be provided. Consider supplying definitions and key information in both the primary classroom language as well as a student’s native language. Electronic translation tools may also assist learners in comprehending language. Also, consider complementing text-based materials with visuals to increase understanding of text information.

Question 19

Guidelines for Multiple Means of Representation:
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Checkpoint 2.5: Utilize Multiple Media Formats

Answer 19

Text has traditionally been the primary format for instructional materials. However, learning materials presented in text format may be inaccessible to students with cognitive disabilities and print disabilities. Text-based materials should be supplemented with visual illustrations like diagrams, models, charts, and videos. Ensure that connections between the text formats and visual formats are clear to learners.

Question 20

Guidelines for Multiple Means of Representation:
Guideline 3: Provide Options for Comprehension

Answer 20

The key to education is to ensure learners are able to use and apply knowledge they consume. Enabling students to link new information to what they have previously learned and incorporating active learning strategies may increase a student’s capacity to process information. Students are diverse in how they process information, so instructors must include variable options for learners to comprehend information.

Question 21

Guidelines for Multiple Means of Representation:
Guideline 3: Provide Options for Comprehension
Checkpoint 3.1: Provide Background Knowledge

Answer 21

Students learn better and retain new information when they can connect the new information to previous knowledge. However, some learners may not have the background information needed to comprehend a new topic. There are also students who may have the necessary background knowledge, but they may not know how to associate it with new knowledge. Instructors need to make sure that background knowledge is supplied and activated to make learning more meaningful. Teach prerequisites and use aids like concept maps to assist students in joining new information with prior knowledge.

Question 22

Guidelines for Multiple Means of Representation:
Guideline 3: Provide Options for Comprehension
Checkpoint 3.2: Focus on Patterns, Critical Features, Big Ideas and Relationships

Answer 22

One critical key to learning is the ability to determine what is important to know from what is secondary, or not so important to know. Being able to focus on critical information makes learning more efficient. However, some students may need assistance in determining what they really need to learn. Highlighting major concepts and elements in instructional materials and delivery can help students select primary information from secondary information. Instructors can use resources like outlines, examples, and cues to help learners identify essential information.

Question 23

Guidelines for Multiple Means of Representation:
Guideline 3: Provide Options for Comprehension
Checkpoint 3.3: Support Information Processing, Visualization, and Manipulation

Answer 23

The ability to use new information is based on that information being successfully processed. Processing information is a skill that needs to be nurtured during the learning process. The skill involves learners being capable of picking, choosing, and modifying information in a manner that allows them to better recall and remember that information. Instructors can foster these skills in students through progressive guidance. Some examples include using scaffolds in learning materials and activities, sequentially guiding students through step-by-step procedures, and delivering instructional content in smaller, digestible parts.

Question 24

Guidelines for Multiple Means of Representation:
Guideline 3: Provide Options for Comprehension
Checkpoint 3.4: Support Transfer and Generalization

Answer 24

Once learners process information, they need to be able to apply that information to different situations. This ability also needs to be cultivated during the learning process. Using multiple means of representation is vital in supporting students being able to use information in different contexts. Instructors should use various teaching methods that trigger students to connect and transfer what they have previously learned to new information. Instructors should encourage students to use studying techniques like mnemonic devices for memory and generalization, and provide different ways for students to gather information like concept maps and outlines for taking notes.

Question 25

Principle Ⅱ: Multiple Means of Action and Expression

Answer 25

Learners are also diverse in ways they demonstrate knowledge and skills. The learning process can be severely limiting if students are presented with only one way to demonstrate their understanding or comprehension of a specific topic.

The core of Principle Ⅱ: Multiple Means of Action and Expression is giving learners multiple options to demonstrate what they know. To do this, instructors can infuse learning activities and assessments with both traditional and authentic methods of assessment. While some learners may be successful in demonstrating what they know through traditional assessments like multiple choice quizzes and fill-in-the-blank activities, some learners better apply their knowledge through authentic assessments like creating a project.

Providing constructive feedback and offering support to learners are also critical components of Principle Ⅱ. Communication between the teacher and student is vital to achievement. Using example models, detailing specific criteria for activities and assessments, and offering other ways for learners to track their progress can support students in demonstrating their knowledge and skills.

Question 26

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 4: Provide Options for Physical Action

Answer 26

Majority of classroom activities have involved activities like students completing printed handouts. Activities like printed worksheets can create barriers for students who may have visual or motor impairments, or cognitive disabilities. They may also create barriers for learners who may need more physically active means to demonstrate their skills. Instructional materials should extend beyond printed materials to include both educational technologies and assistive technologies. Students should be able to actively interact with materials without facing too many obstacles.

Question 27

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 4: Provide Options for Physical Action
Checkpoint 4.1: Provide Options for Response and Navigation

Answer 27

Learners are diverse in the way they respond physically to educational environments. For instance, there are students who may need more time to complete activities and assessments due to motor disabilities, cognitive disabilities, speech disabilities, or language barriers. Instructors should be flexible and provide multiple alternatives that maximize learners’ physical interaction in the classroom.

Question 28

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 4: Provide Options for Physical Action
Checkpoint 4.2: Support Tools and Assistive Technologies

Answer 28

Since students differ in how they respond to learning environments, it is critical that they not only have tools and technologies that will assist them, but support in using those tools. Instruction should be designed in a manner that is compatible with the different tools and assistive technologies learners use. An example would be ensuring that electronic reading materials and activities presented to students are screen reader compatible and accessible by keyboard.

Question 29

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 5: Provide Options for Expression and Communication

Answer 29

There is no one specifically effective way for learners to communicate or no one specific form of media learners use to effectively express themselves. Some students may express themselves best through oral presentation, while others may express themselves best through written composition. To enable learners to successfully express themselves and communicate knowledge they have acquired, it is critical for instructors to provide different vehicles for expression and communication.

Question 30

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 5: Provide Options for Expression and Communication
Checkpoint 5.1: Utilize Various Media for Communication

Answer 30

Learners vary in the way they express themselves, so it is important that they are given opportunities for expression through different kinds of media. While some students are able to express themselves through written communication, other students may express themselves more effectively through speech or through art. Music, text, graphics, video and sculptures are just some of numerous examples students can use to express their learning experiences. Incorporate a mix of media for students when designing and developing learning activities.

Question 31

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 5: Provide Options for Expression and Communication
Checkpoint 5.2: Provide Options for Construction and Composition

Answer 31

Curricula should be designed in a way that allows students to utilize a number of tools and media to compose and construct their responses to learning. It is vital that instructors go beyond traditional tools and incorporate more contemporary tools to make learner participation more accessible. Additionally, incorporating contemporary tools better prepares students to be active participants in a world that thrives on media. Teachers can use software that allows students to create math equations, graphic drawings, and storyboards. Text-to-speech software and grammar checkers also are tools students can use for assistance with their responses in the classroom.

Question 32

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 5: Provide Options for Expression and Communication
Checkpoint 5.3: Support Fluency through Practice and Performance

Answer 32

Learners need to be fluent in a number of areas including, but not limited to, language, math, and technology. To build up these fluencies, students need support and guidance from their teachers. Instructors can assist learners with fluency by showing them different ways or approaches to completing a skill or task. Instructors can also use scaffolds, or temporary aids, to help students demonstrate what they know, then remove the scaffolds to challenge their students. Teachers should also give valuable feedback to students so that students know how well they perform and where they can improve.

Question 33

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 6: Provide Options for Executive Functions

Answer 33

The term “executive functions” refers to students demonstrating skills at the highest level. Through these functions, learners can set long-term goals for themselves, plan how they will achieve goals, track their progress, and make the necessary changes in order to be successful. Executive functions are hindered when there is too much focus on learners demonstrating low-level skills. UDL focuses on supporting learners and allowing learners to exhibit higher skill levels.

Question 34

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 6: Provide Options for Executive Functions
Checkpoint 6.1: Encourage Student Goal-Setting

Answer 34

Instructors use learning objectives to establish specific goals for students to achieve. Students also need to set goals for themselves in order to meet the learning objectives. Instead of directly telling learners exactly what they need to do to achieve instructional objectives, teachers should guide learners in developing these goals for themselves. Some ways teachers can do this to model how to set goals for particular assignments. Instructors can set provide temporary aids such as benchmark activities, checklists, and guides that demonstrate goal-setting to students.

Question 35

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 6: Provide Options for Executive Functions
Checkpoint 6.2: Support Planning and Strategy Development

Answer 35

When learners successfully establish a goal, the next step for them is to determine what they will do to achieve that goal. However, students may not know the best way to map out a plan for obtaining that goal. Planning and thinking strategically are often not taught to learners. Instructional design can include methods that will prompt students to approach their work in a strategic manner. Require learners to show their work during activities and assessments and explain how they arrived at conclusions on given topics. Benchmarks and checklists may also aid students in learning how to plan.

Question 36

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 6: Provide Options for Executive Functions
Checkpoint 6.3: Support Information and Resources Management

Answer 36

Learners are expected to process, retain, and recall much information, which can be overwhelming sometimes. One of the keys to performing executive functions is for students to learn how to successfully store and manage all of the information presented to them. To do this, students will need to learn how to organize, categorize, and summarize information. Some students can learn this on their own, but other students, especially those with cognitive disabilities, need guidance on how to manage and store information. Providing students with guides, templates, and organizers in the classroom can assist them with managing information.

Question 37

Principle Ⅱ: Multiple Means of Action and Expression:
Guideline 6: Provide Options for Executive Functions
Checkpoint 6.4: Allow for Progress Monitoring

Answer 37

Providing useful feedback to students is crucial to the learning process. Feedback allows students to observe their progress, what they are doing well and areas where they need improvement. When learners are not given valuable feedback, they tend to not care much for their education. Feedback allows learners to see the worth in their education. Using rubrics, allowing students to submit multiple drafts (revisions), and utilizing self-assessments and reflections are some ways students can observe their progress in the classroom.

Question 38

Principle Ⅲ: Multiple Means of Engagement

Answer 38

Implementing different options for learner engagement is essential to the learning process. When learners can make personal connections to their education and assign significance to learning, it increases the chances of them internalizing the information. Since learners are diverse, especially when it comes to determining what is meaningful to them (think of their differing backgrounds and interests), instructors should not rely on a single means of engaging learners.

Principle Ⅲ: Multiple Means of Engagement recognizes the need for providing multiple ways to get learners involved in their education. Learners need to discover why learning is important. Some students may discover the reasons for learning through completing real-world tasks, research projects, and experiments; while other learners may be engaged in learning through lectures and discussion. Some may be engaged through routines like daily pop quizzes; and some may discover the importance of educational goals through group activities. There is no one way to ensure that all students are able to actively participate and find meaning in the learning process. Giving learners different opportunities to be actively involved and create their own learning experiences is necessary for success.

Question 39

Principle Ⅲ: Multiple Means of Engagement:
Guideline 7: Provide Options for Recruiting Interest

Answer 39

When a student is uninterested in information being presented to him or her, he or she is less likely to process that information. Information that is uninteresting to a student becomes inaccessible to that student. Learners are incredibly diverse in their interests and their interests may also change over time. Instructors should focus on highlighting these differences in learners by including multiple ways for recruiting and promoting their interests.

Question 40

Principle Ⅲ: Multiple Means of Engagement:
Guideline 7: Provide Options for Recruiting Interest
Checkpoint 7.1: Promote Individual Choice and Autonomy

Answer 40

One way instructors can involve students in their learning experiences is to encourage them to choose how they will achieve instructional objectives. Providing options for learners and allowing them to pick what is best for them to meet objectives makes them feel more connected to their education. Teachers should consider letting students choose how they will be assessed for particular activities, what tools and resources to use for research, and choose rewards they can attain in the classroom environment. Support individual choice and autonomy.

Question 41

Principle Ⅲ: Multiple Means of Engagement:
Guideline 7: Provide Options for Recruiting Interest
Checkpoint 7.2: Emphasize Relevance, Value, and Authenticity

Answer 41

When learners do not see the value in information or know how the information relates to them, they tend to lose interest pretty quickly. To recruit interest, teachers should emphasize relevance and help learners connect to topics through authentic assessments and activities. Students vary greatly in their interests, so incorporating variety in these activities is essential. Helping students make personal connections to information and inviting them to participate and reflect on their learning can enable them to see the value in their education.

Question 42

Principle Ⅲ: Multiple Means of Engagement:
Guideline 7: Provide Options for Recruiting Interest
Checkpoint 7.3: Reduce Threats and Distractions

Answer 42

Learners can concentrate better on their education when they know that their classroom environment is safe. Threats and distractions in the classroom can have a negative impact on the learning process. Instructors should aim to minimize threats and distractions, keeping in mind that threats and distractions vary from student to student. Some students may be sensitive to sensory stimuli like flashing lights or video containing too much motion. Other students may find unexpected activities or changes in routine troubling. Teachers should maintain a safe and supportive classroom. Prepare students for activities through a daily calendar and ready them for challenges they may face while completing certain tasks. Vary activities that may stimulate certain senses and allow students to take brief breaks or timeouts if necessary.

Question 43

Principle Ⅲ: Multiple Means of Engagement:
Guideline 8: Provide Options for Sustaining Effort and Persistence

Answer 43

For learning to take place, students are required to pay attention and put forth effort during the learning process. When students are motivated to learn, that motivation betters their chances of fully concentrating on what they need to learn. Learner diversity applies here, too. Attention spans are different for each learner. Teachers should aim to develop and improve attention and concentration skills in their students. They should also bring various options into the classroom environment that stimulate motivation and self-regulation.

Question 44

Principle Ⅲ: Multiple Means of Engagement:
Guideline 8: Provide Options for Sustaining Effort and Persistence
Checkpoint 8.1: Reiterate Goals and Objectives

Answer 44

While completing certain tasks or lengthy activities, learners may forget the purpose behind those tasks or activities. It is important to remind students of the goals and objectives they will achieve. Keep them motivated by stressing the value of learning activities. Students may benefit from seeing or hearing the goal reiterated in different ways. Facilitate a discussion with students about goals and objectives and encourage them to find meaning in them. Encourage them to connect goal and objectives to their own personal interests. Have learners restate the goal in their own words and reflect on what attaining that goal means to them.

Question 45

Principle Ⅲ: Multiple Means of Engagement:
Guideline 8: Provide Options for Sustaining Effort and Persistence
Checkpoint 8.2: Vary Learning Challenges

Answer 45

Every learner should be challenged to make learning effective, but not every learner is challenged by the same type of activity or assessment. The levels of difficulty for completing tasks should be varied. Additionally, instructors should supply the resources needed to complete activities in the classroom environment so that students can successfully complete tasks. When options are presented to learners, they can discover what motivates them to learn.

Question 46

Principle Ⅲ: Multiple Means of Engagement:
Guideline 8: Provide Options for Sustaining Effort and Persistence
Checkpoint 8.3: Promote Collaboration and Communication

Answer 46

Communication and collaboration are skills that learners will need well beyond the classroom. It is crucial that instructors implement activities that enable learners to collaborate with each other and achieve goals together. Students coming together and supporting each other during the learning process can significantly be engaging experiences for them. Peer assessments, group activities, peer tutors, and programs that bring learners together with common interests are all ways to foster communication and collaboration in the learning environment.

Question 47

Principle Ⅲ: Multiple Means of Engagement:
Guideline 8: Provide Options for Sustaining Effort and Persistence
Checkpoint 8.4: Give Mastery-Oriented Feedback Often

Answer 47

Instructors can engage learners through providing specific, constructive feedback on assessments. Teachers should go beyond showing students what was “right or wrong” on assessments and give detailed, relevant feedback that learners can actually use to improve their performance to master topics. Frequent feedback should also be provided so that students are encouraged to perform better throughout the learning process.

Question 48

Principle Ⅲ: Multiple Means of Engagement:
Guideline 9: Provide Options for Self-Regulation

Answer 48

Teaching students how to react appropriately to learning environments tends to go unaddressed when designing curricula. It is expected that learners acquire this kind of emotional self-regulation on their own. While some students are able to manage their emotions and ability to cope in the classroom, there are some students who may not know exactly how self-regulation skills should be developed. As a result, learning how to manage emotions becomes inaccessible to these students. As emphasized all throughout UDL, learners’ reactions to their environment and to what they are learning differ from student to student. The key for teachers is to provide assorted options that support learners in effectively managing their reactions to the learning process.

Question 49

Principle Ⅲ: Multiple Means of Engagement:
Guideline 9: Provide Options for Self-Regulation
Checkpoint 9.1: Use Belief to Increase Motivation

Answer 49

Learners need to be able to set realistic and personal academic goals for themselves, and believe that they can achieve those goals. Setting goals and believing in attaining those goals result in students further discovering motivation for learning. The path to achieving goals can be frustrating for some students, so it is important that they learn how to cope during those difficult times. Teachers should incorporate multiple options that help students manage goal-setting, achieve goals, and stay motivated while trying to achieve those goals. Rubrics, checklists, study guides, and calendars can be used to help students have confidence in managing their goals. Additionally, utilizing self-reflection activities can help learners identify what they found motivating while trying to achieve goals.

Question 50

Principle Ⅲ: Multiple Means of Engagement:
Guideline 9: Provide Options for Self-Regulation
Checkpoint 9.2: Help Strengthen Coping Skills and Strategies

Answer 50

Though checklists, rubrics, and study guides can be used to help students cope during the learning process, teachers need to ensure they consistently include methods that help students manage their emotional responses. Learners differ in how they react to certain settings or tasks, so instructors will need to include a variety of strategies that help students cope with stressful situations. Teachers can provide feedback to students for how to handle their frustrations and learning phobias. They can also use models and real-life examples that demonstrate coping skills to students.

Question 51

Principle Ⅲ: Multiple Means of Engagement:
Guideline 9: Provide Options for Self-Regulation
Checkpoint 9.3: Nurture Self-Assessment and Reflection

Answer 51

Learners quickly lose motivation when they are unable to observe their own progress toward a goal. Instructors can include a variety of self-assessments to assist learners in seeing their progression. Though students can observe progress through timely and constructive feedback, they can also use tools like aids, charts, portfolios, and templates to collect information about their academic behavior. These tools allow them to see how they have progressed in their education. Activities that allow students to assess their own work can also allow them to see how far they have come along in their learning experiences.