Universal Design for Learning
Principle of Engagement - Guideline 2 - Criterion 3
Criterion 3 of this guideline advocates that we promote
Collaboration and Foster a Community
Communication and
collaboration are key skills for students that will both benefit them in school environments and their professional
careers. These skills may be only tertiary among the goals of the course,
but those are indeed goals for all learners. Like other skills, there will be a
variety in their competence in the class. Nonetheless, mentoring through peers
can increase one-on-one support that will benefit both the mentee and
the mentor. Crafting collaborative exercises offers an excellent
opportunity for leaner growth, and the development of both collaborative and
communication skills.
Be sure to structure
activities to significantly increase the support for sustained engagement.
Provide flexible groupings to better multiple and differentiated roles. It will
also provide opportunities to learn how to work effectively with others – a
vital skill in or out of the classroom. Learners can select the level most
suited for themselves when options are available in how they can build and
utilize these skills.
When crafting
activities, consider:
- Supplying prompts that assist learners
in understanding when and how to ask for help from either peers or the
instructor.
- Creating cooperative
learning groups with clearly defined:
- goals,
- roles, and
- responsibilities
- Encouraging
peer interaction and support opportunities, such as peer tutors
- Helping
develop a community of learning that engage participants with common interests
- Setting
expectations for group work through various channels, such as grading rubrics and explicit
objectives
By following these suggestions, your course will assist students in communicating and expressing their knowledge, as well as being in line with the Principle of Engagement in the Theory of Universal Design for Learning.
