Universal Design for Learning - Engagement

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10/31/2022 Added

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The Center for Transformative Teaching | Student-Faculty Collaboration Grant | Department of Special Education and Communication Disorders | College of Education and Human Sciences | University of Nebraska-Lincoln

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[00:00:00.000]cehs.unl.edu
[00:00:05.430]Hello and welcome back.
[00:00:07.680]We'll be covering the three areas of
[00:00:09.371]Universal Design for Learning;
[00:00:10.801]engagement,
[00:00:12.060]representation,
[00:00:13.239]and action and expression.
[00:00:15.150]If you've not already watched our first
[00:00:16.727]video on what the UDL framework is,
[00:00:19.530]please watch that first.
[00:00:21.107]Now let's get into it.
[00:00:23.580]The first area of
[00:00:24.449]Universal Design for Learning
[00:00:26.420]that we will be covering is the
[00:00:27.763]engagement section.
[00:00:29.232]In the last video, we learned that
[00:00:30.884]engagement is the "why" of learning.
[00:00:33.747]Now, while some teachers read
[00:00:35.501]the why of teaching or learning
[00:00:37.152]and think engagement is
[00:00:38.310]about answering the dreaded.
[00:00:39.540]When are we ever going to use
[00:00:40.506]this question
[00:00:41.797]from students?
[00:00:42.781]In reality,
[00:00:43.590]it refers more to the
[00:00:44.624]variability within students.
[00:00:46.350]Why do some students ace
[00:00:47.946]the final and others don't?
[00:00:49.536]Why do some students pay
[00:00:51.062]attention while other students sleep.
[00:00:53.820]In 1930,
[00:00:55.290]the Republican-controlled
[00:00:56.541]House of Representatives in
[00:00:58.541]an effort to alleviate the
[00:00:59.790]effects of the anyone, anyone,
[00:01:03.180]the Great Depression passed the anyone,
[00:01:08.010]anyone, a tariff bill,
[00:01:10.650]the Hawley Smoot tariff act,
[00:01:13.710]which anyone raised or lowered,
[00:01:17.640]raised tariffs in an effort to
[00:01:20.669]collect more revenue for the
[00:01:22.103]federal government.
[00:01:23.854]Did it work?
[00:01:24.544]Anyone. Anyone know the effects?
[00:01:27.540]It did not work and the United States
[00:01:29.131]sank deeper into the Great Depression.
[00:01:32.070]Today,
[00:01:32.660]we have a similar debate over this.
[00:01:34.660]Anyone know what this is? Class,
[00:01:36.660]anyone,
[00:01:38.473]anyone,
[00:01:39.630]anyone seen this before?
[00:01:41.612]The Laffer Curve.
[00:01:42.752]Anyone know what this says?
[00:01:44.580]It says that at this point
[00:01:47.651]on the revenue curve,
[00:01:49.110]you will get exactly
[00:01:50.492]the same amount of revenue
[00:01:53.034]as at this point.
[00:01:54.330]This is very controversial.
[00:01:55.740]Does anyone know what Vice-President
[00:01:57.326]Bush called this in 1980?
[00:01:59.741]Anyone.
[00:02:00.725](pop sound)
[00:02:01.920]Something D O O economics,
[00:02:04.634]Voodoo Economics.
[00:02:06.780]Ouch.
[00:02:07.740]That was hard to watch.
[00:02:09.627]We want to make sure that
[00:02:10.905]by the end of this video,
[00:02:12.030]you do not feel like that as an educator.
[00:02:14.309]As you learned in the last video,
[00:02:16.080]every student learns differently.
[00:02:18.210]The causes for those learning differences
[00:02:19.895]could be from anything and everything
[00:02:21.900]to neurology,
[00:02:22.809]to culture,
[00:02:23.685]to background knowledge.
[00:02:25.380]Some students might be more successful
[00:02:27.223]working alone while others succeed at
[00:02:28.830]collaborating with their peers.
[00:02:31.119]When it comes to engagement,
[00:02:32.653]there's no one way that
[00:02:33.886]we'll capture every student,
[00:02:35.460]meaning multiple options
[00:02:36.636]for engagement is essential.
[00:02:38.325]I really think
[00:02:39.120]it means
[00:02:40.890]bringing the students
[00:02:42.076]into the learning process.
[00:02:44.340]So I'm kind of pulling them from
[00:02:46.612]being passive learners to actively
[00:02:49.470]involved learners.
[00:02:52.379]And I think
[00:02:54.390]you do that and then, you know,
[00:02:55.994]I do that in a number of way,
[00:02:57.550]a number of ways.
[00:02:58.592]I think
[00:02:59.710]I try to be engaging by showing
[00:03:01.621]passion for what I do and an
[00:03:04.330]interest in what I do.
[00:03:05.333]I think that goes a long way.
[00:03:07.720]I think if you're not passionate about,
[00:03:09.910]and model that passion or show
[00:03:12.166]that passion to your students,
[00:03:13.600]it's going to be really hard for them
[00:03:15.000]to get interested or excited about the
[00:03:18.070]content they're learning about.
[00:03:19.960]I think there's lots of
[00:03:21.118]different ways to do this.
[00:03:22.120]You just have to be willing to
[00:03:25.277]let go of some of that control and
[00:03:27.040]invite that, that engagement.
[00:03:30.223]In being, in teacher education.
[00:03:33.400]The whole point of teaching teachers
[00:03:35.888]is you do it in a manner
[00:03:37.992]that models,
[00:03:39.245]what you hope that they are doing,
[00:03:40.420]and you want your teachers to be engaging.
[00:03:42.760]So you, one have to have
[00:03:45.677]the knowledge to be
[00:03:47.440]able to teach, to teach it,
[00:03:50.000]to be able to explain it.
[00:03:51.940]And you see the engagement,
[00:03:53.188]I guess in my classes,
[00:03:54.190]we do so many different kinds of
[00:03:56.180]discussions and activities and
[00:03:59.020]cooperative learning groups that,
[00:04:01.720]that you see the students being engaged
[00:04:04.278]and can see how that translates into
[00:04:06.490]what their future classrooms
[00:04:07.824]can look like, so.
[00:04:09.229]Being engaging is really,
[00:04:11.899]it's connecting with people.
[00:04:14.500]It's connecting with people.
[00:04:16.063]The way
[00:04:17.286]that you connect with people is,
[00:04:18.940]is when students or anyone
[00:04:20.780]you're presenting in front of.
[00:04:23.410]Is when they can
[00:04:26.613]not only detect your passion,
[00:04:29.620]but they get a little buzz
[00:04:31.762]off of it themselves.
[00:04:33.295]That they, that there's,
[00:04:34.780]there's some transference there.
[00:04:36.987]Passion is very important.
[00:04:38.950]Being able to tell a story,
[00:04:40.856]your body language,
[00:04:43.130]your tone of voice,
[00:04:44.588]your facial expression,
[00:04:46.485]your ability.
[00:04:47.470]Some of the things that have
[00:04:48.350]been difficult this semester,
[00:04:49.750]your ability to go up to students,
[00:04:52.330]your ability when you see a
[00:04:53.798]student doing a good job to just
[00:04:55.366]pat their shoulder.
[00:04:57.370]Let them know that that you're as involved
[00:05:00.000]in their learning as you want them to
[00:05:01.600]be involved with it.
[00:05:03.190]A way to be engaging
[00:05:04.195]when you're just talking
[00:05:07.210]is to be excited.
[00:05:10.272]But also to be clear,
[00:05:11.620]I think if you talk around in circles,
[00:05:13.581]that's when people start to fall asleep.
[00:05:16.764]So if I can keep a high energy,
[00:05:19.240]if I can pose interesting questions,
[00:05:22.526]I'm totally fine waiting for people
[00:05:24.504]to respond to me, but then, you know,
[00:05:26.770]I'm also fine being like,
[00:05:28.040]well, it's been like a minute.
[00:05:29.304]I'll just, I'll just keep going.
[00:05:31.072]I like asking
[00:05:32.228]difficult questions.
[00:05:34.570]And I think,
[00:05:36.331]I think
[00:05:37.990]you guys enjoy
[00:05:39.456]thinking about them,
[00:05:40.454]even if you're not going to like,
[00:05:41.530]raise your hand and answer the question,
[00:05:43.474]I get feedback. That's like, oh,
[00:05:45.340]I'd never thought of it that way.
[00:05:46.993]And that's very meaningful to me,
[00:05:48.220]even if no one ever actually
[00:05:49.800]participates in class,
[00:05:51.340]I don't think that's
[00:05:52.143]necessarily an indicator of
[00:05:54.026]the level of engagement.
[00:05:55.801]When I'm looking at my content
[00:05:57.754]and what I want students to learn.
[00:05:59.510]There's some things that,
[00:06:00.530]that I have to teach
[00:06:02.563]and I have to give them
[00:06:04.045]that information,
[00:06:05.270]but then it's the application,
[00:06:06.772]teaching is application.
[00:06:08.420]And so it's providing
[00:06:10.385]them the venue
[00:06:11.681]in order to apply.
[00:06:13.755]And so sometimes if the content is,
[00:06:17.670]is just something that I have to share,
[00:06:19.880]that's more difficult than
[00:06:21.730]thinking it through and going,
[00:06:23.120]how do I get them to
[00:06:24.244]do something with it?
[00:06:25.484]What is the application side look at?
[00:06:27.590]Well, I have two boys
[00:06:29.840]and the youngest one now
[00:06:31.692]is not much older than,
[00:06:35.240]than the students that I have.
[00:06:36.716]He's actually 26 now,
[00:06:38.963]he graduated a couple of years ago.
[00:06:41.129]So I kind of grew up
[00:06:43.250]with having
[00:06:45.250]boys of my own that grew up in
[00:06:47.526]the generation of the students
[00:06:50.240]that, that I have now, and
[00:06:52.669]that I've had for the past,
[00:06:54.500]for the past
[00:06:55.953]about ten years.
[00:06:57.827]And there's a healthy dose
[00:06:58.807]of brain science that backs-up
[00:07:00.219]just how different all students are
[00:07:02.090]engaged in learning.
[00:07:03.778]According to brain-based
[00:07:04.900]education expert,
[00:07:05.990]Eric Jensen in 2013,
[00:07:08.060]the brain chemicals that drive
[00:07:09.612]engagement in the classroom
[00:07:10.955]are serotonin,
[00:07:11.900]dopamine,
[00:07:12.529]cortisol,
[00:07:13.388]and norepinephrine.
[00:07:15.020]The most relevant neuro-transmitters
[00:07:16.707]to the area of engagement are
[00:07:18.361]serotonin and norepinephrine.
[00:07:20.353]Serotonin controls the
[00:07:21.771]pleasure center of the brain,
[00:07:23.330]which is why we find certain
[00:07:24.893]tasks, more pleasant than others.
[00:07:27.170]Norepinephrine operates
[00:07:28.634]primarily in the amygdala
[00:07:30.170]and it's thought to have a
[00:07:31.108]strong influence on where
[00:07:32.607]we direct our attention.
[00:07:34.626]These neurotransmitters are constantly
[00:07:36.668]affected by external stimulation and your
[00:07:39.260]classroom is no exception.
[00:07:41.604]The better your instruction,
[00:07:43.220]the more your students learn.
[00:07:45.000]Engagement in a
[00:07:45.776]Universal Design for Learning
[00:07:46.880]framework can be
[00:07:47.705]broken down into three areas:
[00:07:49.687]recruiting interests,
[00:07:50.953]sustaining effort and persistence,
[00:07:52.704]and self-regulation.
[00:07:54.459]It's, it's specifically calling on them.
[00:07:56.840]It's specifically and intentionally
[00:07:58.922]putting them into groups.
[00:08:00.525]It's,
[00:08:02.450]kind of making those
[00:08:04.395]small groups happen.
[00:08:06.549]If you just,
[00:08:07.834]it's like any teaching, if,
[00:08:09.490]if I'm just waiting for certain students
[00:08:11.138]just to
[00:08:12.206]call,
[00:08:13.014]ask questions,
[00:08:14.210]or be called on
[00:08:15.321]or something like that,
[00:08:16.490]then it's really easy for
[00:08:17.315]students to not be engaged.
[00:08:19.370]But if you put together
[00:08:21.498]learning groups,
[00:08:22.465]and discussion groups,
[00:08:23.743]and call on different people.
[00:08:25.220]Then you can engage
[00:08:27.016]those students that
[00:08:28.053]would typically
[00:08:28.880]just want to sit back
[00:08:29.900]and be quiet
[00:08:30.868]and not participate.
[00:08:33.200]I think my go-to is if I'm not
[00:08:35.468]getting very much from the class,
[00:08:39.200]I will just sort of switch to a small
[00:08:41.808]group activity because my experience
[00:08:43.670]is you are more likely
[00:08:46.092]to talk to other peers
[00:08:48.650]than you are to just like, raise
[00:08:49.815]your hand and say something in class.
[00:08:51.710]If I hear them telling it
[00:08:52.817]to someone else, I don't,
[00:08:54.290]I don't care if they're willing to tell me.
[00:08:56.358]I heard them talking to other people
[00:08:58.940]and that's,
[00:08:59.440]that's sort of what matters to me
[00:09:01.689]is that they've had an
[00:09:02.794]opportunity to
[00:09:04.560]think about it,
[00:09:05.310]talk about it and like,
[00:09:07.352]hear someone else's
[00:09:08.678]perspective about it too,
[00:09:10.320]because I totally understand. I mean,
[00:09:12.041]I was the sort of student I'm like,
[00:09:13.320]I don't know.
[00:09:14.325](laugh)
[00:09:15.690]And so if they're in a small group and
[00:09:17.149]someone else in their group, you know,
[00:09:18.510]thinks they know or has an idea,
[00:09:20.717]then they're like, oh yeah.
[00:09:22.350]And then
[00:09:23.267]that student might be more likely to
[00:09:26.615]have their own
[00:09:27.120]opinion about it.
[00:09:28.464]And not just,
[00:09:30.088]well, my teacher said X,
[00:09:32.265]so X must be what to do.
[00:09:35.100]Well,
[00:09:35.721]part of that
[00:09:37.552]as I mentioned,
[00:09:38.394]our group activities,
[00:09:40.080]part of that is
[00:09:42.580]questioning and answer sessions.
[00:09:45.544]Part of that is, is
[00:09:48.278]besides group activities,
[00:09:49.920]as I mentioned before, dyads,
[00:09:51.696]turning to each other,
[00:09:53.610]and then that can lead to questioning,
[00:09:56.532]and of course also
[00:09:58.290]quizzes, tests,
[00:09:59.742]and
[00:10:00.433]projects as well.
[00:10:02.392]So those are about the three
[00:10:03.410]or four different, different
[00:10:04.753]approaches that I use.
[00:10:06.634]It would go back to
[00:10:08.522]participating in discussions.
[00:10:10.920]It might be doing some homework and
[00:10:13.451]coming in prepared with a summary of
[00:10:15.870]something that was read.
[00:10:17.035]It can be a quiz,
[00:10:19.830]it can be role-play,
[00:10:22.790]and that they're actually acting out.
[00:10:24.570]And again, going back to
[00:10:25.634]the application of
[00:10:27.130]they're applying something
[00:10:28.269]that they're doing.
[00:10:30.180]And so I think those are the different
[00:10:32.494]ways throughout the course of a semester
[00:10:34.620]that students have the opportunity
[00:10:36.378]to show that they've learned,
[00:10:38.250]it's looking at the different ways that
[00:10:40.432]students can learn and then they're
[00:10:42.990]able to show it. And so,
[00:10:44.604]are they more verbal?
[00:10:46.020]Do they need to be able
[00:10:47.226]to write it more?
[00:10:49.260]Those are the different things I
[00:10:50.672]think we do throughout the semester,
[00:10:52.830]rather than just one measurement,
[00:10:54.806]at the end of the semester.
[00:10:56.310]We're going to take quizzes.
[00:10:57.150]We're going to take a midterm
[00:10:58.056]or final and we're done.
[00:10:59.970]There's gotta be other ways to do it.
[00:11:01.980]For my online courses. I, you know,
[00:11:04.620]I present
[00:11:05.603]multiple formats of content
[00:11:07.867]and I also allow, kind of,
[00:11:09.180]multimedia formats for
[00:11:11.698]students when they
[00:11:13.409]engage in the course.
[00:11:14.601]So, you know, participating
[00:11:16.636]in discussions in different ways,
[00:11:18.360]participating in group
[00:11:19.671]or partner assignments
[00:11:21.895]with case studies,
[00:11:22.920]having them really critically
[00:11:24.297]think about the content.
[00:11:25.680]So,
[00:11:26.634]not just sticking to one format,
[00:11:28.950]thinking about
[00:11:30.198]how we can,
[00:11:32.700]you know,
[00:11:33.780]tap into everybody's strengths,
[00:11:36.210]utilizing different formats for learning.
[00:11:39.334]Something I love that lots of people
[00:11:41.063]don't love is a discussion board,
[00:11:42.480]but I feel like I do
[00:11:43.613]a discussion board,
[00:11:44.922]slightly different.
[00:11:45.810]I feel like that's a great assessment
[00:11:47.236]for me because
[00:11:48.580]I see both
[00:11:50.152]what
[00:11:50.820]the student did originally
[00:11:53.230]and then
[00:11:54.458]in their responses to peers,
[00:11:56.216]I can see them, like, taking pieces of
[00:11:58.754]other people's thoughts,
[00:11:59.799]which I like in teaching,
[00:12:01.240]That's
[00:12:02.034]really important to not
[00:12:03.985]just think you're all by
[00:12:05.090]yourself enough to do
[00:12:06.190]it your own.
[00:12:07.135]So discussion boards are one way,
[00:12:09.882]Quizzes,
[00:12:11.035]I'd say like, most people
[00:12:12.198]hate them.
[00:12:12.872]I never really enjoyed them,
[00:12:14.756]but it's a very effective way
[00:12:17.018]to find out something really basic.
[00:12:19.330]And so for readings,
[00:12:21.430]I tend to use quizzes
[00:12:22.987]as a way to measure
[00:12:24.296]if people read
[00:12:25.078]rather than write a
[00:12:26.080]summary, I don't want to read
[00:12:27.171]people's summaries of chapters.
[00:12:28.450]I read the chapter,
[00:12:29.330]I know what it's about.
[00:12:30.436]So,
[00:12:31.330]but quizzes also
[00:12:32.048]shouldn't be tricky.
[00:12:33.880]It shouldn't be like there's
[00:12:34.837]something hidden in paragraph
[00:12:36.146]four on page 82.
[00:12:38.440]It should be, like,
[00:12:39.546]the main idea of this.
[00:12:41.860]What do I hope you remember
[00:12:43.936]out of all the words you read?
[00:12:45.820]And so they tend to,
[00:12:46.701]they should be easy.
[00:12:49.150]They should be like main headings
[00:12:51.201]from the, from the chapter.
[00:12:53.172]Really, something important,
[00:12:54.654]that like,
[00:12:55.790]if you read it, you will know it.
[00:12:58.330]Papers, presentations for, like,
[00:13:02.080]summative assessments
[00:13:04.321]are good.
[00:13:04.960]I prefer those
[00:13:06.164]usually to a final exam
[00:13:08.372]when I'm teaching by myself.
[00:13:10.700]But they do take longer to grade.
[00:13:12.478](laugh)
[00:13:14.500]I am a huge proponent of
[00:13:17.122]constructive and extensive feedback,
[00:13:19.450]which not every student likes.
[00:13:20.980]Cause I guess
[00:13:21.801]if you get a paper back
[00:13:22.816]and there's lots of comments in it,
[00:13:24.220]it makes me feel like maybe you
[00:13:25.298]didn't do a good job,
[00:13:26.555]but I feel like
[00:13:28.570]my feedback tends
[00:13:29.561]to focus on, like,
[00:13:30.835]on what I think people did well
[00:13:33.610]in addition to what,
[00:13:36.558]could be better.
[00:13:38.200]So a lot of my comments
[00:13:39.824]end up being things like, oh,
[00:13:41.950]I really liked the point you made here.
[00:13:43.616](laugh)
[00:13:44.548]So once people read the feedback,
[00:13:45.910]if they read the feedback,
[00:13:47.830]I think it's less
[00:13:49.029]overwhelming than
[00:13:50.000]when you first see it, but, but I,
[00:13:51.880]I like opportunities for that.
[00:13:54.700]I think that's a two-way street.
[00:13:57.040]I think students have to be
[00:13:59.594]advocates for themselves to one,
[00:14:01.720]say that something's hard or
[00:14:03.883]they're struggling with it.
[00:14:05.410]So that as a faculty member,
[00:14:08.170]then I can give them
[00:14:09.775]learning strategies,
[00:14:11.140]other resources to help be persistent.
[00:14:14.680]So I do think that that's a two-way
[00:14:17.280]street that I'm not always going to know
[00:14:20.110]if it's a struggle for a student.
[00:14:23.500]Was it that they didn't prepare for it?
[00:14:25.840]Like, did they not read
[00:14:27.082]the chapter to be able to
[00:14:28.598]engage with it or pass a quiz?
[00:14:30.760]Or was it something that
[00:14:32.591]just is really hard for them?
[00:14:34.360]And if they are able to say that, then
[00:14:36.275]I can say, you know, did you do X, Y,
[00:14:39.070]or Z to better prepare yourself
[00:14:41.239]to be able to learn the material?
[00:14:42.760]Cause there's a lot of
[00:14:43.687]resources out there
[00:14:45.820]to help students with that process
[00:14:48.114]of learning and persisting with it.
[00:14:50.890]The way that I
[00:14:51.590]do that best is the same way that I
[00:14:53.484]would work with teachers when I would
[00:14:55.610]consult is I have to
[00:14:57.700]find a context
[00:15:00.000]that has meaning
[00:15:01.278]to those students
[00:15:02.196]or to those teachers
[00:15:03.436]that I consult with.
[00:15:04.850]If I can create, context is
[00:15:06.581]what gives behavior its meaning.
[00:15:08.990]And if I can create a context
[00:15:11.038]that's meaningful or relevant to a
[00:15:13.820]certain student or group of
[00:15:15.639]students or to certain teachers
[00:15:17.779]then that, that
[00:15:21.890]brings off the light bulb goes off
[00:15:23.949]in their head.
[00:15:25.171]To me is all about making a
[00:15:26.870]context when they can
[00:15:28.485]understand something.
[00:15:30.291]I think it starts by kind of
[00:15:35.090]setting the expectations for the
[00:15:37.100]student and talking about
[00:15:39.950]you know, the content.
[00:15:41.028]So if it's, if it's challenging content
[00:15:44.480]letting the students know upfront that
[00:15:46.494]it's, it's not going to be a breeze that,
[00:15:49.142]that there's aspects of it that may
[00:15:51.426]be difficult to understand that,
[00:15:53.690]that, you know,
[00:15:56.750]kind of prepping them
[00:15:57.735]for it and explaining it,
[00:15:59.390]but also kind of letting them
[00:16:01.990]know what, what the, the,
[00:16:04.040]the other side of it is.
[00:16:05.000]If they persist
[00:16:06.519]and, and stick with it,
[00:16:08.840]you know, it'll broaden their learning,
[00:16:10.507]their understanding and so forth.
[00:16:14.450]And so I think that's,
[00:16:16.700]that's definitely how
[00:16:18.102]I start and then
[00:16:20.630]being available to them, if it
[00:16:22.502]becomes difficult, I think, you know,
[00:16:24.502]constantly checking in
[00:16:26.209]and ensuring that they're,
[00:16:28.680]they're participating
[00:16:30.290]that they're understanding and then
[00:16:34.490]being available to support
[00:16:35.661]them when they're not.
[00:16:37.310]I think I tend to use my awkwardness
[00:16:42.438]to help bring a community together
[00:16:45.000]because I am a hugely awkward person.
[00:16:48.093]And I think I point that out at times,
[00:16:50.540]I'm a fan of like a corny joke.
[00:16:54.080]And so I think
[00:16:55.985]something that sometimes brings
[00:16:57.954]a class together as a
[00:16:59.000]community is just being, like.
[00:17:00.872]She's a little weird, right?
[00:17:02.962](laugh)
[00:17:03.570]And it gives everyone
[00:17:04.908]permission also to be a
[00:17:06.943]little less self-conscious
[00:17:08.330]about like, oh, she doesn't care
[00:17:09.752]if I ask a stupid question,
[00:17:11.960]she doesn't care if I get it wrong, cause,
[00:17:14.719]But I think I managed to
[00:17:16.374]do that online too.
[00:17:18.530]Hybrid is more difficult,
[00:17:20.335]just like with this camera,
[00:17:21.890]looking at a camera versus
[00:17:22.985]looking at a person
[00:17:24.121]is difficult with like in-person
[00:17:25.970]versus zoom on a computer.
[00:17:27.770]So I do feel a little more
[00:17:28.928]split in a hybrid situation.
[00:17:30.928]So, I'll be interested to see how
[00:17:33.611]students felt this semester,
[00:17:35.900]as far as being part of, or not part
[00:17:37.832]of the, the class community.
[00:17:40.381]That's a huge part of my teaching.
[00:17:43.730]I think that developing
[00:17:46.081]a community in the classroom
[00:17:47.498]is the most important thing.
[00:17:48.777]And I think that if I
[00:17:50.494]don't model it as an instructor,
[00:17:52.620]then students can see what they should
[00:17:54.746]be setting up in their future classrooms.
[00:17:57.660]And so,
[00:17:58.657]and I care about my students
[00:18:00.294]and so I will ask them,
[00:18:02.069]you know, what's going on in their lives.
[00:18:04.147]I will share what's going on in my life.
[00:18:06.770]Whatever happens to be able to have
[00:18:08.514]that community to support each other.
[00:18:11.400]And that's both,
[00:18:12.205]you know, frankly right now,
[00:18:13.830]when we're in live classes or even
[00:18:16.689]when we're teaching at a distance of
[00:18:19.080]making sure students understand
[00:18:20.910]that it matters and
[00:18:23.550]that their lives matter.
[00:18:24.538]And if they're struggling,
[00:18:26.100]then that's something we can share and
[00:18:27.577]support each other within the classroom.
[00:18:30.870]Again, setting the expectation.
[00:18:32.848]So letting students know that
[00:18:35.730]we're all here to learn together,
[00:18:38.190]that we want to ensure
[00:18:40.000]that everybody feels
[00:18:42.330]heard and
[00:18:43.632]their voice is welcomed.
[00:18:45.343]So again,
[00:18:46.380]setting that expectation up front.
[00:18:48.658]I think,
[00:18:50.370]being inviting and welcoming
[00:18:52.206]and personable helps.
[00:18:55.320]And if you let go of some of
[00:18:57.649]that control and allow,
[00:19:00.360]you know,
[00:19:00.860]some spontaneity in the sense
[00:19:03.010]of just student free responses
[00:19:05.550]or, you know,
[00:19:06.681]going kind of off-script and,
[00:19:08.530]and engaging in dialogue that
[00:19:10.000]you weren't necessarily planning.
[00:19:11.640]I think that really allows students
[00:19:13.920]to be more comfortable.
[00:19:15.540]But I think it's really setting the
[00:19:17.146]stage for that as an instructor
[00:19:18.887]and inviting that upfront.
[00:19:20.520]Sometimes I have to do very little
[00:19:23.194]and students will create
[00:19:24.606]their own communities.
[00:19:25.876]Sometimes that's good
[00:19:28.740]and I use the word
[00:19:29.750]community for that.
[00:19:31.387]And sometimes that's bad,
[00:19:33.180]I use the word clique for that.
[00:19:37.290]And so I've had classes where
[00:19:40.193]the communities have positively
[00:19:42.180]developed on their own.
[00:19:44.130]I've had classes where there have
[00:19:46.671]been cliques that develop and then to
[00:19:48.930]build the community
[00:19:50.850]you have to do activities
[00:19:52.534]that take people away from
[00:19:54.902]who they're used to.
[00:19:58.110]When you get people out of their
[00:20:00.222]comfort zones
[00:20:02.171]and they have to
[00:20:02.970]rely on each other for something,
[00:20:05.760]but they don't really have a
[00:20:08.096]relationship developed
[00:20:09.859]with the other person.
[00:20:11.220]It requires a level of trust
[00:20:13.879]and a level of self-disclosure
[00:20:16.998]that you don't have to do
[00:20:18.475]when you're with a group
[00:20:20.460]that go together, that are doing the
[00:20:22.778]same thing, have the same interests,
[00:20:25.881]have the same
[00:20:27.810]passion or complaints
[00:20:29.011]for a given course,
[00:20:31.083]then that becomes much more,
[00:20:32.700]much more difficult.
[00:20:33.960]There are multiple strategies
[00:20:35.126]that instructors can implement
[00:20:36.491]to increase student engagement,
[00:20:38.310]support risk-taking
[00:20:39.803]every time a student answers
[00:20:41.008]a question in front of the
[00:20:42.240]class, they're taking the risk
[00:20:44.128]of saying, this is what I know.
[00:20:46.590]And in front of, their
[00:20:47.570]doing that in front of their peers.
[00:20:49.154]If you're dismissive
[00:20:50.115]of the students' ideas,
[00:20:51.250]all students in your class are less
[00:20:52.638]likely to participate in the future.
[00:20:55.150]Share examples and non-examples,
[00:20:57.340]it is a fact that some students become
[00:20:59.253]disengaged from learning because the
[00:21:01.240]instruction is not clear enough.
[00:21:03.518]When students can't determine
[00:21:05.000]what the concept you want
[00:21:06.248]them to understand is,
[00:21:07.859]they're more likely to use
[00:21:09.116]negative self-talk and
[00:21:10.330]disengage from instruction.
[00:21:13.112]Increase opportunities
[00:21:14.303]for collaboration.
[00:21:15.640]But it's important to know that
[00:21:16.887]students will buy into learning.
[00:21:18.460]That seems fun and low stakes.
[00:21:20.830]The chance to collaborate
[00:21:22.133]with other students
[00:21:23.188]might represent a chance to
[00:21:24.760]clarify one student's
[00:21:26.196]knowledge with one another,
[00:21:27.670]as well as gives a break
[00:21:29.209]from the humdrum daily class.
[00:21:32.410]Incorporate authentic
[00:21:33.457]and relevant examples.
[00:21:35.470]Learning is only important in so far
[00:21:37.455]as the things that we learn are useful,
[00:21:39.880]connecting the information that you're
[00:21:41.639]teaching to other areas of life that
[00:21:43.540]students understand,
[00:21:44.890]help clarify your content as well as
[00:21:47.677]offers a chance for you to let your
[00:21:49.630]personality shine through
[00:21:50.628]your instruction.
[00:21:52.374]Provide frequent
[00:21:53.216]formative feedback,
[00:21:54.850]immediate feedback
[00:21:55.633]on assessment or assignments
[00:21:58.157]or presentations is crucial.
[00:22:00.520]Your feedback is used as a buffer against
[00:22:02.840]students encoding wrong answers
[00:22:04.689]into long-term memory.
[00:22:06.246]If you don't give
[00:22:06.953]students feedback,
[00:22:07.960]students are more likely to make
[00:22:09.363]the same mistakes repeatedly,
[00:22:11.080]which makes them feel like
[00:22:12.200]your class is insurmountable.
[00:22:14.680]These are just a few options
[00:22:15.982]to increase engagement,
[00:22:17.152]but at the end of the day,
[00:22:18.670]nobody will know your
[00:22:19.494]students like you do.
[00:22:20.963]Trust your gut
[00:22:22.287]and build relationships
[00:22:23.457]with your students.

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Universal Design for Learning - Engagement

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