Team 1A - Alberti 1

© CAST 2011 UDL Guidelines – Educator Checklist Version 2

Project Reflection Sheet for UDL Educators Checklist

I. Provide Multiple Means of Representation: Your Notes

1. Provide options for perception 1.1 The journal prompt is within the Flipchart which is easy to adjust if upon presentation the projector causes the print to be difficult to see. Additionally, the envelopes for matching are

color coded so the groups know which fragments belong to them 1.2 The same information that is written on the Flipchart will be spoken and discussed verbally. Students will have multiple opportunities to discuss what is seen/thought as well as utilizing the Goldie Blox video 1.3 The students will have sentences to match together physically as well as ‘end effect’ cards with picture and equivalent phrases

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 – 2.3 The effects are open to multiple understandings. The concepts are universal (if, then) and the specifics are dependent upon the student (assuming they are logical and not preposterous (Aliens caused the flat tire))

2.4 The lesson is heavily dependent upon student creativity and knowledge. To that end, with the end effect picture cards, the picture is fairly obvious (ie broken arm) yet there is room for interpretation (ie picture of cast could be sleeve) What the picture means is what the student wants – there are no right or wrong answers. 2.5 The Goldie Blox video has no speaking. Rather it is a series of chain reactions that can be understood regardless of linguistic background

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 lesson begins with a simple event (late to school) for students to consider the why of this event. Many students have been late for something in their lives so this gets them thinking about relationships or causes of events.

3.2 The objective will be discussed after reading a few journals aloud (to explore the relationships present between events). 3.3 After creating a list of causes and effects evident within the Goldie Blox video, the class will go through a cause chain on the Flipchart where the incorrect answers will bounce out. 3.4 Leaving the sample cause chain up, students will have it as a model as they cooperatively work in groups to create their own cause chain from the given end effects.

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 Students have continuous opportunities discuss with group mates as well as walk around and choose their own work space. The lesson is broken down so those who have finished can move onto the extension and those who require additional time and aid have it. For the extension, computers are set up around the classroom for optional typing over writing.

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

Team 1A - Alberti 2

© CAST 2011 UDL Guidelines – Educator Checklist Version 2

5. Provide options for expression and communication 5.1 The lesson incorporates interactive whiteboard activities, group discussion, and simple matching. The extension activity has students turning their created cause chains into some form of media. It is up to the student to choose story or comic strip, drawing or computer creation. Furthermore, for the collaboration and creation of cause chains, only one student from the group needs to write on the chart paper. 5.2 Approaching the concept of cause and effect from multiple angles, students are able to figure out which way of thinking about this intricate concept makes sense to them 5.3 The varying approaches also serves the purpose of releasing responsibility to the students. The lesson begins with students

making personal connections and from the controlled matching to freely and creatively generating cause and effect relationships, the students receive more and more responsibility of their own learning.

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 After discussing the objective for the lesson, the teacher will provide a focus question that at the end of the lesson the students will be able to answer. Additionally, for each activity, the instructions will be not only verbalized and discussed, but also posted on the board for reference. 6.2 & 6.3 The concept of cause and effect throughout the lesson are chunked into manageable segments. Furthermore, the teacher will be circling to provide aid and additional chunking if the student requires it

6.4 During the entire lesson, the teacher is constantly circling the classroom keeping students on task as well as monitoring their understanding. During group work, the teacher will pull aside individuals briefly to inquire into their thoughts, process, and progress

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 The students have been grouped intentionally and given envelopes containing level appropriate relationships to match so no one is bored or too challenged.

7.2 The materials have been created specifically with fourth graders in mind. To that end, the materials are age and ability appropriate. 7.3 During the journal time at beginning of the lesson, there is a timer included on the prompt as well as verbal warnings. This allows students to not have to think about time left. Additionally, there will be a brief overview of the lesson before it begins so those students who prefer routine can have warning of the shift from normalcy.

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 objective will be written on the board, and for each activity, there will be a slide on the flip chart that presents the directions of the activity and how they relate to the objective

8.2 The various activities are designed to challenge students as their thinking is forced to switch from one strategy to another 8.3 For the creation of cause chains, the students will be placed in pre-created groups of mixed abilities.

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

Team 1A - Alberti 3

© CAST 2011 UDL Guidelines – Educator Checklist Version 2

9. Provide options for self-regulation 9 Throughout the lesson, there will be opportunities for students to draw personal connections to the concept of cause and effect. In addition to these connections, the students will have a clear idea of what the lesson outcomes are as well as ample opportunity for feedback as they grapple with cause and effects within the real world.

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?

Technology has been integrated through the use of a flipchart posted to the interactive whiteboard as well as freedom to utilize classroom computers if needed. There is a YouTube video for visual and auditory learners and the matching is a hands on activity for kinesthetic learners. The various modes of approaching this concept ensures that most, if not all, students comprehend the relationship between cause and effect and apply it to the real world.

What technology was used? By whom? Why was this appropriate technology to integrate?

The document camera was utilized by both teacher and students to share writings and directions to the class. When sharing journals, the students have the opportunity to show any illustrations to the class. Promethean Board- Both teacher and students used this to interact with the material as well as watch a YouTube video. This allowed students to see their writing and receive immediate feedback during maneuvering section. Activeinspire- teacher and students were able to utilize the visual and kinesthetic aspects. Learners will be able to see representing pictures as well as receive a chance to get up , move around, share their thoughts