Multiple Means of Engagement
Presenters: David Rose and Grace Meo
Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. National Center on Universal Design for Learning – Principle III
The videos and supporting resources on this page are from the Alberta UDL Summer Institute 2011 and relate to the principle of multiple means of engagement.
Affective Brain and Engaging Learners – David Rose
“Learning is not the hard part, engagement is.” David Rose introduces the concept of “Affective Networks” and why teachers need summer vacation.
Deeper into the Affective Brain – David Rose
David Rose shares a story about the “Capgras Delusion” or Imposter Syndrome and the connection to the emotional landscape of the affective brain of students.
The Affective Connection between Perception and Emotion – David Rose
Humorous video clips set to different soundtracks illustrate how “Affective Expectations” are set up to anticipate different things based on perception, emotion and memory.
Fear and its Connection to Learning – David Rose
Ways in which fear and stress are acquired and its impact on learning are discussed.
Managing Fear so Learning Can Occur – David Rose
David Rose introduces the concept of how engagement, goals, affective demands and resources are connected. He shares ritualizing stories “Monsters under the Bed” and “Lecturing Anxiety” to demonstrate that the goal of UDL is to add resources rather than decrease threats.
Engagement Checkpoints Unfolding in a Classroom Grace Meo – Grace Meo
An elementary teacher demonstrates how students have been taught social and emotional skills in order to interact effectively so that academic tasks are more rigorous and thoughtful.
Examples of Improving Student Performance – David Rose
David Rose expands the concept of students should be challenged rather than threatened by providing various resources. Through studies, he discusses how assessment measures affect.