Optimizing challenge and support is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can create a variety of challenges for all learners.
Optimizing challenge and support in Universal Design for Learning
Optimizing challenge and support means motivating learners with different types of tasks and access to resources. While one learner might find a task too complex, another learner might find the same task not challenging enough.
Moreover, learners may perceive different levels of challenge because their exposure to resources varies. For example, a learner whose parents are doctors might find building a model of the circulatory system easy. Conversely, a learner whose parents have other careers does not have access to the same expertise.
However, all learners should experience and overcome some challenges as they work towards attaining their goals. Likewise, all learners should have the resources they need, including accessible materials and assistive and accessible technologies and tools.
Teachers can use many strategies for optimizing challenge and support. For instance, teachers can point out a variety of media and other tools and supports available, so that students without previous exposure can access them. Similarly, teachers assigning a task can provide examples of different ways to complete it. Each method may seem to offer varying levels of challenge to certain learners. For example, a teacher may ask learners to act out a scene from a play:
- In person
- On video
- With puppets
Some learners may find acting more challenging than making puppets or videos, and choose to be more challenged. Conversely, other learners may feel more challenged by making puppets or videos.
In addition, teachers can remind learners that there are varying ways to measure their successful completion of a project. Some learners thrive on competition, and think of high marks as success. On the other hand, other learners will be more motivated by monitoring their own progress.
In short, teachers should show that they know every learner is capable of performing tasks that challenge them.