Implementation

Be the change

UDL Guidelines - Version 2.0: Examples and Resources

Checkpoint 7.2: Optimize relevance, value, and authenticity

III. Provide Multiple Means of Engagement

Recruiting Interest

Key Considerations

  • How does this help learners meet the goal?
  • How does this account for the variability of all learners?
  • Are the activities and information valuable to learners?

udlcenter [at] udlcenter [dot] org (Can you think of other examples/resources that illustrate this checkpoint? Tell us!)

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Example/Resource Why UDL?
NBC Learn written in text with the rainbow logo and an arrow

NBC Learn

NBC Learn, in partnership with the National Science Foundation, unravels the physics, biology, chemistry, materials science and math behind the Olympic Winter Games.

Age Group: Middle School, High School
Content Area: All areas
Cost: Free
Technology Involved: Internet connection

Why UDL? Using the Olympic Games to teach science is a fun and engaging way to help students understand concepts.

The Field Museum written in black

Expedition Exploration with the Field Museum

Follow the scientists of The Field Museum in Chicago on their exhibitions collecting knowledge and samples for the museum. The websites include information about the scientists, their research tools, and their expeditions. The sites also include interactive maps, videos, photographs, dispatches from the captain, and the opportunity to be in contact with the research team via email!

Age Group: All ages
Content Area: Science, Social studies
Cost: Free
Technology Involved: Internet connection

Why UDL? The opportunity to interact with real scientists provides for more authentic, relevant, and engaging learning experiences.

A boy with a picture of a frog sticking out its tongue

Students Learn to Make a Difference

Watch this video of 7th graders at ASCEND School in Oakland, CA.  Their study of the conflict in Iraq as the war began in 2003 led to in-depth understanding of the war and the emergence of critical thinking skills in the face of complex, real, ongoing issues. Students communicated with pen pals in Iraq and staged a public demonstration in support of these friends.  This peaceful protest won the attention of media around the world.

Age Group: Middle School, High School
Content Area: Social Studies
Cost: Free
Technology Involved: Internet connection; some strategies discussed in the video require no technology

Why UDL? By focusing on an issue that is meaningful and relevant to the ASCEND students, deeper, more meaningful learning takes place. 

Wild Cam Africa with a lion and an elephant outline to the right

WildCam

Your students can study the wildlife that gathers at Pete's Pond in Botswana through National Geographic's 24hour live webcam

Age Group: K-12
Content Area: Science
Cost: Free
Technology Involved: Internet connection

Why UDL? National Geographic brings authentic learning to the classroom with its WildCam live webcam!

A teacher looking at a blueprint of a school with two students

Academics Meets Architecture: Applying Math Skills to a Real World Problem

Geometry students at Mountlake Terrace High School design a state of the art high school for 2050 in teams as a culminating project.  Students receive guidance and feedback from a local architect who eventually judges the students' projects.

Age Group: High School
Content Area: Math
Cost: Free
Technology Involved: Internet connection; some strategies discussed in the video require no technology

Why UDL? Relevance, value and authenticity are enhanced for these high school students by developing their math skills through a real world problem.  

A teacher at the front of a lecture hall with a pool of water and a simple machine

An Introduction to Integrated Studies

Students at the Ferryway School take part in a waterworks project that spans their Science, Social Studies, Science, Math, and English classes.

Age Group: K-12
Content Area: All areas
Cost: Free
Technology Involved: Internet connection; some strategies discussed in the video require no technology

Why UDL? The integrated approach of this curriculum design provides for more relevant, authentic student learning. 

Two boys dressed up as plane pilots

Beginning Their Journey: Five-Year-Olds Drive Their Own PBL Projects

Five-year old students at the Auburn Early Education Center in Auburn, Arkansas take part in a theme-based curriculum that is grounded in authentic learning experiences.  See low tech and high tech examples that Auburn teachers use to enhance the relevance of their lessons.

Age Group: Kindergarten
Content Area: All areas
Cost: Free
Technology Involved: Internet connection; strategies discussed in the video require a mix of technology and no technology

Why UDL? The project-based curriculum at the Auburn Early Education Center generates authentic, real purposes for learning. 

Students discuss their project with their teacher

2010 USFIRST Championship Video

This video highlights the USFIRST Championship in Atlanta, GA, April 15-17, 2010. Thousands of students from around the US and around the world gathered to compete in science and technology competitions. 

Age Group: K-12
Content Area: Science and technology
Cost: Free
Technology Involved: Internet connection to view video

Why UDL? The USFIRST competitions make science and technology more relevant to students' lives by engaging students in competitions with their peers.

Student with notebook

Word Generation

Word Generation is a middle school academic language program that is "strategically designed to create a coherent school-wide effort that gives students the sustained exposure to academic language they need for success in school—even while demanding relatively little (15 minutes, once a week) from any single subject area teacher."

Age Group: Middle school
Content Area: Literacy
Cost: Free
Technology Involved: Internet connection to explore site; many of the strategies suggested require no technology

Why UDL? Embedding new vocabulary into engaging, controversial passages is an effective way to enhance relevance, value, and authenticity.

See also:
2.1: Clarify vocabulary and symbols

Last Updated: 01/03/2012

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