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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 The teacher will show a video
from BrainPop that teaches the
election process. This will be a good starter activity becauseit
will visually and auditory engage students. Students willhave
general knowledge on the election process afterviewing this video.
The pictures and screen will keepstudents attention to enhance
their learning. Students mayhave an easier time relating the video
to the book as thestory is read aloud to them.The information is
presented for auditory learners by havingit read aloud to them.
1.1 Offer ways of customizing the display ofinformation
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematicalexpressions, and
symbols
Prepare and teach the word wall the day before the lesson.Before
the lesson present the word collage made onTagxedo. This is a fun
way to review the words that were
taught yesterday that are relevant to understanding
thestory.
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematicalnotation, and
symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension The students will have the
opportunity to go to thePromethean Board to write each of the steps
in the electionprocess. Students will also create a poster in
groups thatparaphrases the sequence of events that Grace would do
tobecome president. This will customize the display ofinformation
by having the information presented in multiplemeans so students
have multiple visual guides for absorbingthe information.
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 Students will be active
when given the opportunity touse the promethean board. Students
will also movefrom their seats to the carpet and back. The short
walkwill allow them to get the jitters out of their system sothat
they can sit still while doing their work and listeningto the
story.
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistivetechnologies
5. Provide options for expression and communication Multiple
tools we be used to teach the lesson: watchinga video, listening to
a book, large group discussion, and asmall group writing activity.
This lesson caters tomultiple methods of understanding and
synthesizing thelesson.Students will be placed in small groups and
instructed toconstruct a digital poster in which they state the
mainidea of the story and depict the steps she took to win
theelection. Students will use Power Point to create theposters.
Each group will have the opportunity to sharetheir posters with the
rest of the class through the
5.1 Use multiple media for communication
5.2 Use multiple tools for construction andcomposition
5.3 Build fluencies with graduated labels of supportfor practice
and performance
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CAST 2011 UDL Guidelines Educator Checklist Version 2
Promethean Board.
6. Provide options for executive functions Using a graphic
designer to assist students in writing andorganizing the steps in
the election process.
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 When the students are
on the carpet they are partnered withelbow buddies. Students are
paired according to academicachievement levels. A higher achieving
student is paired witha low achieving student. They are also paired
based onprevious knowledge on how well they work together.
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 We will
foster collaboration and community by having thestudents
participate in multiple group activities. There is alarge group
discussion as well as small group work.8.1 Heighten salience of
goals and objectives
8.2 Vary demands and resources to optimizechallenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation We will give the students
a checklist to follow during thesmall group activity so that they
are clear on what isexpected of them.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
studentsunderstanding of content?
By use of the Promethean Board, BrainPop, Taxgedo, andDigital
Poster technology is integrated into the lesson forthe ultimate
learning experience.
What technology was used? By whom? Why was thisappropriate
technology to integrate?
BrainPop is used by the teacher: she selected anappropriate
video to share with the class.Taxgedo was used by the teacher: she
created a wordcollage to discussion the new vocabulary.The
Promethean board is used by all.
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