CAST 2011 UDL Guidelines Educator Checklist Version 2

Project Reflection Sheet for UDL Educators Checklist

How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
Resave the file as Group # UDL checklist
I. Provide Multiple Means of Representation:
Your notes
1. Provide options for perception

1.1 Teachers will have a warm up where they display a slide
on the Promethean board from ActivInspire where she can
write a list of text features directly on the board for all
students to see

1.3 Instead of reading the information off the research pages
on SIRIS, the students can use the headphones and listen to
the information through sound

1.3 The students can use BrainPop to research information
since it also is through the use of sounds and videos
1.1 Offer ways of customizing the display of
information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical
expressions, and symbols



2.2 Teachers will discuss the structure of informational texts
by modeling how to write this type of text through headings,
research, and paragraphs. They will do this by typing it on
Microsoft word and then displaying it on the ELMO for the
entire class to view while writing their own informational text.

2.5 Students must use National Geographic magazines to look
for examples of text features, but must also use this idea
when researching online articles. The teachers will model this
through both types of media.
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical
notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension


3.1 Teachers will activate background knowledge by
reviewing how to use the websites SIRS and BrainPop when
researching their information. Students have used this before,
but the teachers will review how to do this step-by-step using
the computer and the promethean board to display this.

3.2 When the teacher is showing the examples of how to
research online with the websites, they will be pointing out
text features (critical features/ big ideas) such as bold print
and headings in order to help enhance the students ability to
research. Also, they will circle and underline using the
promethean board to point out these text features.
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas, and
relationships
3.3 Guide information processing, visualization, and
manipulation
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and Expression: Your notes
CAST 2011 UDL Guidelines Educator Checklist Version 2
4. Provide options for physical action
4.1 Students can find their information by using National
Geographic magazines, Brain Pop online videos and through
reading the articles on SIRS or listening to the articles through
headphones. Also, students can record their ActivInspire
poster using podcast instead of presenting verbally if they are
shy.
4.2 Students have access to several tools like headphones to
listen to the research, computer to research online articles,
ActivInspire to create a poster and podcast to record their
poster information.
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
technologies
5. Provide options for expression and communication



5.2 Students have multiple tools to use when constructing
their poster on ActivInspire. They have text box tools, layering
tools, images tools, etc. They also have the option to use
podcast to construct their presentation.
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
composition
5.3 Build fluencies with graduated labels of support
for practice and performance
6. Provide options for executive functions



6.1 A timer will be used to help students manage their time
and set goals for when they finish each part of the lesson

6.2 We are having the students help us as we model the
research part of the lesson. They will help us brainstorm some
key research questions so that they get an idea of what they
should do when researching and planning on their own at
their own computer. We are also having the students write an
informational piece before they create their poster. They will
be able to pick out key information from their writing piece in
order to create their ActivInspire poster.
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement: Your notes
7. Provide options for recruiting interest



7.1 Students get a chance to look through several National
Geographic magazines in order to find a topic that interests
them personally and that they want to learn more about. We
also gave them the choice of reading the articles or listening
to them through the headphones. They also had the choice to
verbally present their poster in front of the class or record it
then present to the class that way. They are able to choose
what makes them feel the most comfortable.

7.3 We will limit distractions by having a timer displayed on
the board during research time and poster creating. This is a
fun activity so students might get off track or get caught up in
side conversations because they are so excited about all their
new information. A timer will remind them that they have a
goal and a time frame to complete the goal so they need to
remain focused and get the task done.
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
CAST 2011 UDL Guidelines Educator Checklist Version 2





8. Provide options for sustaining effort and persistence



8.3 Students can ask the people sitting around them if they
are confused or struggle with the computer since some
students are more computer savvy than others. Students will
also get the chance to present their posters and new
information to the class at the end of the lesson. This allows
for full class collaboration to share ideas, provide good
feedback/compliments and ask questions.

8.4 Teacher will check the students informational writing
piece before they move on to the poster. This will allow the
teacher to provide feedback and make sure the student is on
the right track. The teacher will be able to see if the student
grasped the main idea of the assignment and is ready to move
on to creating their poster.
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation



9.3 If students struggle with reading, they can cope with this
problem by having the article read to them through the
headphones. If the students struggle with verbally
presenting, then they can record their presentation. If
students are not as good with computers as their fellow
classmates, then they can cope with this by asking for tips or
assistance from the teacher or classmates.

9.3 The self-assessment will be if they were able to create
their poster since they are picking out the key information on
their own and must answer questions from the class when
presenting. The wrap up of the lesson is asking students if
they accomplished everything in the objective and their goals.
This is a way for the students to reflect on what they did for
the day, the teacher to assess the students and the students
to assess themselves.
9.1 Promote expectations and beliefs that optimize
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
How did you integrate technology into the goals, materials,
methods, and assessment for this lesson to improve students
understanding of content?
We used different forms of technology all throughout the
lesson in order to improve students understanding. We
used technology to show a warm up, to research new
information, to create a poster as the assessment and to
present the poster to the class.
What technology was used? By whom? Why was this
appropriate technology to integrate?
We used:
-SIRS and BrainPop to research information
-Headphones to have articles read to struggling readers
-ActivInspire to show our warm up, show the example of the
poster assessment, and for students to create their own
poster
-A timer to keep students on track
-Podcast for students who feel uncomfortable presenting in
front of the class