Group 3 UDL Educators Checklist

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    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 of i nteractive white boards for engagement in lieuof wal king around classroom.

    1.2 directions provided on promethean and with pictures.1.3 have discussion provided on l earning objectives (like a

    podca st) available for outside of class; possible use of a Voki

    for individual steps.

    1.1Offer ways of customizing the display ofinformation

    1.2Offer alternatives for auditory information

    1.3Offer alternatives for visual information

    2. Provide options for language, mathematicalexpressions, and symbols

    2.1/2.2 use of note program (like One Note) that allows

    students to see key vocabulary terms and definitions.

    2.4 Allow students to make l ist on Educreations of words

    they dont unders tand, use search engines to discover

    definitions prior to instruction.

    2.5 have directions provided with pictures showing steps;

    have a demonstration station where students can see an

    exampl e of what they are supposed to replicate on theirown.

    2.1Clarify vocabulary and symbols

    2.2Clarify syntax and structure

    2.3Support decoding of text, and mathematical

    notation, and symbols

    2.4Promote understanding across language

    2.5Illustrate through multiple media

    3. Provide options for comprehension 3.1 interactive introduction to re-activate backgroundknowledge, including promethean voting during engagement

    phase.

    3.3/3.4 have students provide examples from outside the

    classroom where they see the 3 stages of matter via

    internet/YouTube. Encourage students to apply it to other

    things too (l ike ice cream for example).

    3.1Activate or supply background knowledge

    3.2Highlight patterns, critical features, big ideas, and

    relationships

    3.3Guide information processing, visualization, and

    manipulation

    3.4Maximize transfer and generalization

    II. Provide Multiple Means for Action and Expression: Your notes

    4. Provide options for physical action 4.1 al low students to move to di fferent stations, includingdemonstration station (explore phase).

    4.2 use of promethean voting, visuals of setup for

    experiment provided.

    4.1Vary the methods for response and navigation

    4.2Optimize access to tools and assistive

    technologies

    5. Provide options for expression and communication 5.1 use of podcast for after class reinforcement.5.3 use of note program to allow students to see

    definitions of words they do not know.5.1Use multiple media for communication

    5.2Use multiple tools for construction and

    composition

    5.3Build fluencies with graduated labels of support

    for practice and performance

    6. Provide options for executive functions 6.1 goal s/objectives clearly stated on ActiveInspirefl ipchart (each step included on own page).

    6.2 guidance interactive on slides/flipchart.

    6.3 duri ng explore phase, have students use Educreations

    to l ist steps they would take and draw picture of what they

    would do.

    6.4 monitor Educreations steps.

    6.1Guide appropriate goal setting

    6.2Support planning and strategy development

    6.3Facilitate managing information and resources

    6.4Enhance capacity for monitoring progress

    CAST2011 UDL Guidelines Educator Checklist Version 2

    http://www.udlcenter.org/aboutudl/udlguidelines/principle1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g1http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g2http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1%23principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle2http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g4http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5http://www.udlcenter.org/aboutudl/udlguidelines/principle2%23principle2_g5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    III. Provide Multiple Means for Engagement: Your notes

    7. Provide options for recruiting interest 7.1 s tudents will be working at their own pace, and canspend additional time on select areas if desired

    7.3 pass out materials following directions; remove

    materials not in use.

    7.1Optimize individual choice and autonomy

    7.2Optimize relevance, value, and authenticity

    7.3Minimize threats and distractions

    8. Provide options for sustaining effort and persistence 8.1 goals/objectives written on the board for the entirety ofthe less on.

    8.3 possible application with chemistry, weather, or snow

    removal (depending on season invite in guest speaker);

    have students work with partner to show steps their water

    cycle took.

    8.4 pri or to next l esson, reinforce this lesson, similar to

    what was done at beginning of this lesson.

    8.1Heighten salience of goals and objectives

    8.2Vary demands and resources to optimize

    challenge

    8.3Foster collaboration and community

    8.4Increase mastery-oriented feedback

    9. Provide options for self-regulation 9.1 i nform s tudents they can work at their own pace, andcan repeat s teps if desired; let students know they can share

    their work/findings with the cl ass afterwards.

    9.3 i n addition to worksheet, students will log in their

    onl ine journal/blog what they thought a bout the

    experiments, and what they think they would l ike to either

    learn more about or have re-taught.

    9.1Promote expectations and beliefs that optimize

    motivation

    9.2Facilitate personal coping skills and strategies

    9.3Develop 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?

    Goal s we had the goal/objectives of the lesson written on

    the board, and included throughout each s lide on the

    promethean.

    Materials students were allowed to us e their interactive

    note progra m to identify any trouble words or concepts.

    Methods set-up was fi rst explained via the promethean

    board; following initial set-up, students were given

    interactive guidance with pictures and notes for successful

    completion of experiment.

    Assessment use of promethean voting for introduction; use

    of journal/blogging to s elf-assess what they thought of the

    experiment

    What technology was used? By whom? Why was this

    appropriate technology to integrate?

    Promethean board student/teacher. Allow for i nteractive

    set-up of experiment to ensure all were on the same page at

    the beginning of the lab.

    Promethean voter student. Allow for real-time assessment

    of background knowledge to see where students are prior to

    lab. Ca n also be used to alert for assistance.

    Podcast s tudent. Student can listen to key poi nts from the

    exerci se after c lass at their leisure. Allows students to receive

    instruction at their pace.

    Note program s tudent. Allows student to identify areas

    they are having issues with and receive directed instruction.

    ActiveInspire teacher/student. All ow student to create

    fl ipchart to share with classEducreations student. Online white board for students to

    track progress and address solutions to the problem they are

    trying to solve (water cycle).

    Voki teacher. Recording of directions that can be replayed

    as needed.

    CAST2011 UDL Guidelines Educator Checklist Version 2

    http://www.udlcenter.org/aboutudl/udlguidelines/principle3http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.cast.org/http://www.cast.org/http://www.cast.org/http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g9http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g8http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3%23principle3_g7http://www.udlcenter.org/aboutudl/udlguidelines/principle3http://www.cast.org/