Students can be frustrated and sometimes not want to ask for help to save embarrassment. With the use of an indicator such as one pictured above at each desk, a student can discreetly decide how they feel about a lesson and the teacher can respond accordingly. This relates back to effort and persistence as students who have their frustrations alleviated will be able to put forth more effort in the classroom.
Giving students group roles, or allowing them to pick their own group roles, connects to the UDL principle of effort and persistence. Students are able to focus on their main task while in a group while working with others which fosters communication and collaboration. Students do not feel shy to say what they have to say when it applies to their job. Some jobs require more speaking than others, which is great for students who flourish at verbal communication and for those that do not.
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