"The Power of Choice" (Consideration 7.1)

What if the secret to boosting student motivation was giving them a say in how they learn? In this episode of the UDL Guidelines podcast, we'll consider the power of choice and autonomy in teaching and learning. You'll discover practical ways to implement choice in your courses or trainings by offering content selections, assessment options, process choices, and varied learning resources. Whether you're redesigning assessments or looking to increase engagement, this episode offers straightforward strategies for creating a more inclusive learning experience.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"The Power of Choice in Teaching and Learning"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48-59.

CAST. (2024). Optimize individual choice and autonomy. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/interests-identities/choice-autonomy

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

George, M. J., & Thompson, J. E. (2024). Giving choice in assignments. In C. Harrington (Ed.), Creating culturally affirming and meaningful assignments (pp. 87-100). Routledge.

Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S. C., & Chua, L. (2014). College students' motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338-353.
https://doi.org/10.1080/01443410.2013.785067

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. https://doi.org/10.1037/a0019545

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

Transcript

Welcome to UDL Guidelines. This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. I'm Dr. Brian A. Dixon, and today we're exploring UDL 3.0 Consideration 7.1, which focuses on optimizing individual choice and autonomy by providing learners with options in their assignments and in their approach to demonstrating their understanding.

Let's start with a fundamental question: what do we mean by choice and autonomy in learning? Choice and autonomy are fundamental human needs that significantly impact motivation and engagement in the learning environment. Self-Determination Theory tells us that autonomy is one of three basic psychological needs that fuel intrinsic motivation, along with competence and relatedness.

When learners have opportunities to make meaningful choices about their learning, they experience a greater sense of ownership, engagement, and persistence. Autonomy means providing students with options that allow them to direct their learning while maintaining alignment with learning objectives. This doesn't mean that anything goes. It means offering students options for completing assignments or demonstrating their learning. Instead of requiring all students to complete the same type of assessment, you can present a menu of authentic choices that allow students to select the option that best highlights their knowledge and skills.

Why does this matter? Research shows that providing students with choice enhances their intrinsic motivation, perceived competence, and academic performance. Choice supports diverse learner needs by allowing students to leverage their own strengths, interests, and preferred methods of demonstrating what they know. Additionally, autonomy develops essential skills that transfer beyond the classroom, including decision-making, self-regulation, and ownership of learning.

How can we implement choice in our courses? There are several practical ways to get started.

First, provide content choices. Design opportunities for students to select topics, themes, or examples that connect to their interests while addressing learning objectives.

Second, provide assignment options by creating multiple versions of assignments that cover the same content but use different approaches. For example, you might provide different worksheets or infographics that cover the same material, problem sets, or case studies.

Third, offer options in assessment. Give learners varied ways to demonstrate their understanding, whether it takes the form of an essay, presentation, podcast, or something else entirely.

Fourth, allow process choices. Let students choose their topics, research methods, or groups.

Fifth, provide options for learning resources. You might offer multiple text options, media formats, or research paths so students can engage with content in ways that work for them.

While the UDL 3.0 Guidelines emphasize the importance of optimizing choice and autonomy, effectively implementing choice requires careful attention to several key factors.

Limit options. Offer your students two to three choices instead of overwhelming them with too many options. Too many choices can actually become paralyzing and increase cognitive load.

Maintain rigor. All options should feature the same learning objectives and be equally complex. Don't create a hierarchy in which some choices feel like they require less work or will result in lower-quality learning.

Ensure fairness. Develop clear, consistent rubrics that can be applied across different modalities so your students understand that all choices are equally valued.

Balance structure with freedom. Some students may need more guidance in making effective choices, so it’s helpful to provide scaffolding alongside autonomy.

Finally, consider your own workload. Begin with two to three options—simple, plus one solutions—and gradually build a repository over time. You don't have to implement all of these new options at once.

As you think about incorporating choice into your courses or trainings, remember that this isn't about eliminating standards or lowering expectations. These changes simply recognize that students are more engaged and successful when they have agency in their education. By offering meaningful content, process, and product options, you can remove barriers to motivation while supporting every learner’s need for self-direction. Remember to start small, implementing plus one solutions that will help you to facilitate meaningful learning. Soon, you’ll be fostering lifelong learning skills and intrinsic motivation.

Thanks for joining me today as we explored UDL 3.0. Resources and further reading for today's episode can be found in our show notes. If today's episode inspired a change in your teaching practice, we'd love to hear about it. Connect with us at the Goodwin University Institute for Learning Innovation at goodwin.edu.