Recognise and remove barriers to learning
Suggestion for implementing the strategy ‘Enable access and participation in learning’
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Remove threats to engagement
Remove threats to engagement
The design of learning can threaten student engagement.
Consider common threats to engagement in your context.
What could you do differently?
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Threats to engagement |
Increase engagement by offering |
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Teacher talks for too long and without visuals |
Tight time frames for oral instructions supported by visuals |
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Noisy, unstructured environment |
Designated areas for quiet work or collaboration |
|
Forgotten instructions |
Online or printed instructions and exemplars for students to return to as needed |
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Blank page for writing and can’t get started |
Starters and scaffolded supports such as writing or storyboarding templates |
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Surprised by a transition/change in routine |
Visual timetable. Discuss upcoming changes. Oral prompts, “In 10 minutes we will be…” |
Potential barriers in task design
Potential barriers in task design
Sometimes a specific component of a task can create a barrier for students if it is not designed with supports in place at the outset.
Consider the following list:
- physical access to materials, resources and workspaces
- locating personal resources
- taking a test or timed assessment
- letter formation
- spelling
- following instructions
- organising ideas
- working with others
- speaking in front of others
- staying focussed
- solving problems
- breaking down a task or goal
- setting a goal
Self-assessment
Self-assessment
Are these UDL-aligned strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
Engagement
- I regularly ask students for feedback about what can I do differently to remove barriers and support their learning.
- I plan learning experiences with students that are culturally relevant.
- I connect learning to students’ interests.
- I minimise threats and distractions.
Representation
- I help students to activate their prior knowledge.
- I pre-teach key topic vocabulary.
- I present information and instructions in a variety of ways.
- I use mind or concept maps and graphic organisers to help students make connections between ideas.
Action and expression
- I provide a range of ways that students can express their understanding.
- I offer all students scaffolds such as writing frames and sentence starters.
- I scaffold tasks by modelling, providing guided practice, and providing opportunities for students to cooperate, collaborate, and support one another.
Source: PB4L: Teaching Positive Behaviour for Learning (opens in a new tab/window)
Useful resources
Useful resources
Potential barriers to learning and solutions
This table lists potential barriers to learning and suggests several solutions for each.
Download PDF (24 KB)
Next steps
More suggestions for implementing the strategy “Enable access and participation in learning”:
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
- Recognise and remove barriers to learning
- Activate student agency and ownership
- Support self management and independence
- Develop problem solving skills and asking for help
- Cooperative and collaborative approaches
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
Social and emotional barriers
Social and emotional barriers
Ask yourself the following questions: