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 Use an active i nspire vocabulary matching activity i nstead
of just expl aining the words and defi nitions.
1.2 Create a podcast explaining the words and definitions to
pl ay at the begi nning of the l esson.
1.3 Create a power point presentation wi th a vi sual for each
vocabulary word.
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
2.1 Use the power poi nt and podcast to cl arify any definitions
or words.
2.2 Hi -l ight the i mportance of the base word rupt and the
meani ng.
2.3 Teacher wi ll ask some students to use the words in a
sentence so they can be sure the meaning of the words i n
context i s understood.
2.4 Teacher wi ll demonstrate vocab grabber for the students.
2.5 We wi l l use a podcast, power point, and an activity on the
whi te board.
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 The power poi nt shown at the begi nning of the l esson will
be used to remi nd students about the words and defi nitions.
3.2 Use vocab grabber to show that all of the words have the
base rupt and in some form mean to break apart.
3.3 Use several visual tools l ike power point, vocab grabber,
acti ve i nspire acti vity, and a visual of the di rections to keep
students on the ri ght track.
3.4 Usi ng an online ti mer tool to allow students to manage
thei r ti me and stay focused.
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
4. Provide options for physical action 4.1 The students wi ll have several ways to show their
work l i ke a computer i llustration, hand drawn
i l l ustration, acting out in person, creating a short vi deo.
4.2 Every student wi ll have access to di fferent means of
showi ng thei r work because students wi ll rotate around
i n groups.
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 5.1 Students can use written and typed work, teacher
wi l l speak, show power point, and pod cast.
5.2 Throughout the acti vities students wi ll have multiple
ways to communicate thei r understanding of the words
and defi nitions. They wi ll illustrate the words, act out the
words, and use the words i n context.
5.3 Teacher wi ll assess i ndividual progress through each
acti vity and make changes as necessary.
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 Use the onl i ne ti mer to make the students aware of
how much ti me they have to compl ete each acti vity.
6.2 Show examples of each activity or demonstrate how
each activity will work so students have an i dea of what
to do.
6.3 Students wi ll have the words and definitions i n thei r
group to refer back to.
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
CAST 2011 UDL Guidelines Educator Checklist Version 2





6.4 Students wi ll have seen an example and know what
they are supposed to be doi ng.
III. Provide Multiple Means for Engagement: Your notes
7. Provide options for recruiting interest 7.1 Students are able to choose the method i n which they
compl ete each activity. Thei r i llustration wi ll be uni que to
thei r comprehension of the word and they can use markers
and paper or a computer to create i t.
7.3 The students wi ll work i n small groups with a teacher to
faci litate.
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
8.1 The objecti ves and directions will be posted on the board
throughout the enti re l esson.
8.3 The students wi ll be rotating i n small groups wi th the
same students each rotation and can as each other for help.

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 9.2 The teacher wi l l encourage each student to do thei r best
and not to compare their work to others. The teacher will
al so praise students often and encourage them to conti nue
worki ng.
9.3 Ask students to check their work and make sure it i s thei r
best work. At the end ask the student to thi nk about what
they di d duri ng the activity and have them thi nk about what
worked wel l and what di dnt work well.
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?
I integrated technology into the lesson by adding in videos,
a pod cast, and a power point. I integrated technology into
the portion of the lesson where students are able to show
what they understand by giving them multiple options to
express their work. The videos, power point, and pod cast
will be used to help the students grasp the meaning of the
vocabulary used and the appropriate context to use it. The
multiple ways to express their work will improve the lesson
because it will make it easier for the students to show what
they know because they can choose the option they are
most comfortable with.
What technology was used? By whom? Why was this
appropriate technology to integrate?
The teacher uses, a power point to show visuals of the
vocabulary words. This was appropriate because it provided
context to the words. The teacher will play a pod cast of the
words and definitions for the students. This was
appropriate because it helped auditory learners. The
teacher will use the Elmo to display the directions and
objectives. This was appropriate because the students then
had a way to keep on track. The teacher will use an online
timer to keep students on track.
The students will use computers to illustrate vocabulary
words, this was appropriate because it gave students an
alternative way to show what they know. The students will
also be able to record a video instead of acting out in front
of everyone, this was appropriate because it gave students
another way to show what they know.