Information that is not attended to, that does not engage learners' cognition, is inaccessible. It is inaccessible both in the moment and in the future, because relevant information goes unnoticed and unprocessed. It is important to have alternative ways to recruit learner interest; ways that reflect the important individual differences amongst learners.
Offering learners choice can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. It is not enough to provide choice for the sake of offering choices. The right kind of choice and level of independence must be optimized to ensure engagement.
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Provide learners with as much discretion and autonomy as possible by providing choices. |
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Allow learners to participate in the design of classroom activities and academic tasks. |
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Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals. |
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Individuals are rarely interested in information and activities that have no relevance or value. Highlight the utility and relevance of learning and demonstrate that relevance through authentic, meaningful activities. All learners will not find the same activities or information relevant or valuable to their goals. Provide options that optimize what is relevant, valuable and meaningful to the learner.
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Vary activities and sources of information so that they can be:
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Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to participants. |
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Provide tasks that allow for active participation, exploration, and experimentation. |
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Invite personal response, evaluation and self-reflection to content and activities. |
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Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways. |
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When learners have to focus their attention on having basic needs met or avoiding a negative experience, they cannot concentrate on the learning process. What is threatening or potentially distracting depends on a learners’ individual needs and background. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.
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Create an accepting and supportive classroom climate. |
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Vary the level of novelty or risk. |
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Vary the level of sensory stimulation. |
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Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation. |
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Involve all participants in whole class discussions. |
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