Designing for Sustaining Effort and Persistence (Guideline 8)
Learning is a long-term process that requires ongoing effort and determination. Learners vary in how they sustain motivation, and these sources of persistence can shift across contexts. Barriers may arise when goals are unclear, tasks are mismatched in difficulty, belonging is lacking, or feedback is limited. Designing for sustained effort helps learners stay engaged with challenging outcomes, supported by community and meaningful feedback.
Strategy Library: Designing for Sustaining Effort and Persistence
This strategy library focuses on sustaining effort and persistence, with five key areas that reduce barriers and support learner variability. Each strategy comes from the UDL Guidelines 3.0 and is paired with practical approaches you can apply right away using U of T’s Academic Toolbox.
Clarify the meaning and purpose of goals (8.1)
CAST 8.1 definition: To persist, learners benefit from understanding why outcomes matter and having their relevance reinforced consistently. Goals that connect to learners’ experiences, communities, or future pathways help sustain effort and motivation.
Examples using U of T's Academic Toolbox
- Microsoft Forms: Use quick surveys that invite students to reflect on how course outcomes connect to their own goals or experiences.
- Microsoft PowerPoint: Highlight course outcomes during lectures to reinforce their relevance.
- Quercus Announcements: Restate the purpose of activities and emphasize progress toward outcomes at regular points.
- Quercus Assignments: Clarify links to learning outcomes directly in assignment instructions.
- Quercus Calendar: Mark milestones tied to course outcomes so students can track their progress over time.
- Quercus ePortfolios: Support reflection on goals by letting learners curate and connect work over time.
- Quercus Modules: Sequence content so that each unit reinforces related outcomes.
- Quercus Outcomes: Make course-level outcomes explicit and accessible to learners.
- Quercus Rubrics: Show how assignments align with outcomes and how progress is evaluated.
Optimize challenge and support (8.2)
CAST 8.2 definition: Learners benefit from high expectations that are paired with scaffolds and supports. The right balance encourages productive struggle while reducing the risk of frustration or disengagement.
Examples using U of T's Academic Toolbox
- Microsoft Forms: Provide quick practice checks with feedback to help students test understanding at their own pace.
- Microsoft Teams and Zoom: Host office hours, study groups, or real-time support sessions to address challenges as they arise.
- Quercus Announcements: Share encouragement, clarify expectations, or highlight support resources during more challenging units.
- Quercus Assignments: Enable multiple submission attempts where appropriate, so students can learn from feedback and refine their work.
- Quercus Course Analytics: Monitor learner engagement and provide timely support to balance challenge and scaffolding.
- Quercus Modules: Sequence content from simpler to more complex tasks, using prerequisites, requirements, and lock until features to scaffold progression.
- Quercus Pages: Embed scaffolds such as worked examples, hints, or step-by-step explanations directly within course content.
- Quercus Quizzes: Create low-stakes practice quizzes with multiple attempts and feedback to reinforce learning.
- WeBWorK: Scaffold mathematical problem solving through repeated practice with instant feedback.
Foster collaboration, interdependence, and collective learning (8.3)
CAST 8.3 definition: Collaboration helps learners deepen understanding and sustain effort by drawing on diverse perspectives and sharing responsibility for learning.
Examples using U of T's Academic Toolbox
- Hypothesis: Engage in collaborative reading and annotation tasks that highlight multiple perspectives.
- Microsoft OneDrive Collaborations: Co-author documents, spreadsheets, or presentations for group projects.
- Microsoft Teams and Zoom Breakout Rooms: Facilitate small-group collaboration during synchronous sessions.
- Microsoft Word: Co-create community agreements or collective project plans.
- peerScholar: Engage students in peer review cycles that build accountability, deepen understanding, and foster collective learning.
- Quercus Discussions: Create discussion boards or interest groups to foster ongoing dialogue and peer support.
- Quercus Groups: Organize structured group work with clear goals and roles.
- Quercus Pages: Post shared resources or group contributions in a central space for collective learning.
- Team Up!: Support structured group formation and interdependent collaboration.
Foster belonging and community (8.4)
CAST 8.4 definition: Learners thrive when they experience a sense of belonging and community. Barriers can emerge when learning environments exclude, marginalize, or fail to reflect diverse identities and experiences.
Examples using U of T's Academic Toolbox
- Library Reading List: Ensure readings reflect diverse authors, perspectives, and identities.
- Microsoft Forms: Collect student feedback or concerns (anonymous or attributed) to strengthen community responsiveness.
- Microsoft Teams and Zoom Breakout Rooms: Facilitate small-group discussions or activities to help students connect and build trust.
- peerScholar: Use peer review cycles to build respectful dialogue and foster mutual recognition.
- Quercus Announcements: Share regular, supportive communication to reinforce connection and inclusion.
- Quercus Discussions: Create inclusive forums where learners can dialogue, reflect, and share experiences.
- Quercus Discussions (Pinned): Keep introductions or community-building activities visible.
- Quercus Groups: Build smaller learning communities for collaboration and peer support.
- Quercus Profile Settings: Invite learners to represent themselves authentically, building trust and belonging.
Offer action-oriented feedback (8.5)
CAST 8.5 definition: Feedback sustains motivation when it is clear, constructive, and focused on effort and strategies rather than innate ability. Action-oriented feedback helps learners persevere and improve over time.
Examples using U of T's Academic Toolbox
- Microsoft Forms: Use surveys for quick, targeted feedback or reflections on progress.
- Microsoft Word: Use comments and/or track changes to provide in-document guidance that highlights next steps for improvement.
- peerScholar: Structure iterative peer feedback cycles that promote reflection and growth.
- Quercus Announcements: Share general feedback to the whole class, reinforcing common strengths and areas for improvement.
- Quercus Calendar and To-Do List: Link feedback to upcoming tasks and milestones so students can act on it.
- Quercus Quizzes: Provide automated feedback on answers with explanations or hints to guide next attempts.
- Quercus Rubrics: Make assessment criteria transparent and provide structured, actionable guidance.
- Quercus SpeedGrader: Give individualized feedback in text, audio, or video formats that students can act on.
Try One Thing
UDL doesn’t mean redesigning everything at once. Start small: pick one strategy from the lists above and try it out in your teaching or staff-facing context. Even a single simplification, added option, or reduced barrier can have meaningful impact.
Need support? CTSI offers consultations to help you adapt strategies for your context. Reach out to us to start a conversation.
U Design Learning | Teaching with Universal Design for Learning at U of T