## Promote Student Engagement ### Fidget Toys Have a variety of fidget toys available. Some students process auditory information more efficiently if simultaneously handling a small toy that keeps their hands busy. Collect many different kinds to appeal to many different sensory needs. Some ideas include small plush animals; hacky sacks; spiky rubber or squishy foam balls; one-piece wooden puzzles; toy metal cars with spinning wheels; sparkly liquid-filled tubes; beaded bracelets; or balloons filled with sand, rice, or flour. Fidget toys should be soothing, yet sturdy. Avoid toys that light up too brightly or make noise. Encourage students to try different kinds during different activities. Once you establish ground rules about safe and respectful use (e.g., no throwing, use a maximum of two toys at a time), it often takes little time for students to settle into their favorite toy or even decide they do not need one at all. ### Why This Works - **Research base.** Use of fidget toys enhances passive learning experiences, facilitates communication between both sides of the brain, and stimulates the release of chemicals vital to learning (Zawitz, 2009). Stalvey and Brasell (2006) also found that stress balls can provide the physical and sensory stimulation needed to focus attention. - **Student involvement.** Students have choice of use, may contribute fidgets to the classroom. --- ## Professional Equipment ### Supply professional gear for student activities Supply professional gear for student activities when possible. Materials and equipment that are close to those used in the field by professionals bring a real-life feel to the task at hand. They increase the feeling of significance, importance, and application of knowledge and skills to future careers. For example, lab coats, nonprescription eyeglasses, folders and notebooks with company logos, ledgers, and forms in triplicate engage students. ### Why This Works - **Research base.** Supplying professional materials when possible engages students by making learning more meaningful and contextualized, which facilitates generalization of new knowledge to other settings (Rapp, 1997). - **Student involvement.** Students can use the equipment and materials independently. - **Reasonable use.** These are inexpensive items that can be donated or found at thrift stores or garage sales. --- ## Writing Surfaces Offer clever things to write on. Familiar tasks in the classroom, such as practicing spelling words or solving math equations, can be more engaging if atypical or “retro” materials are used for writing out the answers. Clipboards, for example, can be used in any spot in the classroom, so writing can occur in fun places such as in bean bag chairs or in window seats rather than at a desk. ### Why This Works - **Research base.** Classrooms that embrace UDL offer a variety of materials (both high-tech and low-tech) for presentation, engagement, and response (Gargiulo & Metcalf, 2010). - **Student involvement.** Once these items are set up and students are instructed in their use, students can use any of these materials or pieces of equipment independently. --- ## Tactile Activities Offer tactile practice. When we think of reinforcing skills through more than one modality, we often think of auditory and visual means. Tracing letters, spelling words, solving math problems, or drawing a picture in different materials (e.g., shaving cream, sand, rice, glue, finger paint, modeling clay) provides the brain with another way to learn. ### Why This Works - **Research base.** Learning skills in more than one way—in through more than one of the senses—increases neural pathways in the brain, making it easier for the information to be stored and connected to new ideas (Willis, 2006). - **Reasonable use.** Many items are very reasonably priced and readily available at a dollar store. Many of them are reusable. --- ## Bag of Writing Ideas Have students fill a bag with items to prompt writing ideas. Some students struggle when it comes to thinking of a topic for creative writing. To support this process, have them fill a paper lunch bag with small items at home that remind them of things they love, fun experiences, or interesting hobbies. ### Why This Works - **Research base.** Effective prompts are those that have a personal connection for the writer, allow for choice, and allow the writer to draw on experiences (Education Northwest, 2013). - **Student involvement.** Students are involved in this strategy from beginning to end. --- ## Games Collect board and card games. What’s more engaging than a board game or card game? Playing a game is an excellent way to reinforce many academic and social skills, but it does not feel like skill practice. ### Why This Works - **Research base.** Games are a fun and effective way to build skills, such as negotiating, taking turns, following rules, sharing, and strategizing (Lavoie, 2005a). - **Student involvement.** Students are responsible for setup, cleanup, and maintenance of the games. --- ## Lighting Use different lighting. Meeting the needs of all students in terms of lighting is difficult, especially if some students prefer bright lighting and others prefer dimmer or softer lighting. Classroom light filters commercially available can help meet these needs. ### Why This Works - **Research base.** Good lighting contributes to the aesthetics of the learning space, as well as increased achievement and on-task behavior. Colored filters can increase concentration and lessen visual fatigue (Engelbrecht, 2003; Jago & Tanner, 1999). - **Student involvement.** Students can participate in the design of the classroom and placement of filters or lamps.