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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 Provide options for perception The book used in the lesson plan provided visual aid for the children who do not comprehend well when strictly using listening skills Large book in large print Play audio version of the book Have a slideshow whether on activinspire or PowerPoint to go through while going through the book/lesson 1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information Provide options for language, mathematical expressions, and symbols Use video of animals the book mentions If available, use video of someone reading the book Go over necessary vocabulary for lesson 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 Provide options for comprehension Gauge student background knowledge through direct questions Cover students’ prior knowledge on character traits Check to see if students can apply knowledge of current subject/topic to another Prepare guiding questions for the students 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 Provide options for physical action Have students come up to the promethean board to create a 4.1 Vary the methods for © CAST 2011 UDL Guidelines – Educator Checklist Version 2

Team 2 UDL Checklist

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Page 1: Team 2 UDL Checklist

Project Reflection Sheet for UDL Educators ChecklistHow 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

Provide options for perception The book used in the lesson plan provided visual aid for the children who do not comprehend well when strictly using listening skills

Large book in large print Play audio version of the book Have a slideshow whether on activinspire or PowerPoint

to go through while going through the book/lesson

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

Provide options for language, mathematical expressions, and symbols

Use video of animals the book mentions If available, use video of someone reading the book Go over necessary vocabulary for lesson

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

Provide options for comprehension Gauge student background knowledge through direct questions

Cover students’ prior knowledge on character traits Check to see if students can apply knowledge of current

subject/topic to another Prepare guiding questions for the students

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

Provide options for physical action Have students come up to the promethean board to create a comparison and contrast chart about the two main characters.4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

Provide options for expression and communication Have the students create a tagxedo or wordle using all of the character traits they come up with for the characters5.1 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

Provide options for executive functions Have the students take their completed handout and project it so they can share their response with the class.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

Provide options for recruiting interest Allow students to get into small groups and pick a story of

© CAST 2011 UDL Guidelines – Educator Checklist Version 2

Page 2: Team 2 UDL Checklist

their choosing (that has aspects of comparison; preselected books). Also, there is the option for them to use storybook online to have the stories read to them.

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

Provide options for sustaining effort and persistence Let the students know that if they complete their character traits worksheet, they are free to color in the silhouette. If they don’t want to do that, they can have additional blank character trait sheets to compare themselves to their friends with. Also, have the option of having the sheet template on their iPads, or separately on the class smart board.

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

Provide options for self-regulation Let students know about time constraints, and that they need to be in particular steps of the activities by specific times. Have them set the timer on their iPads. 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 incorporated the Promethean Board, computer to allow the students the freedom to move and use their creativity to answer certain assignments. Videos are also used in order to enhance understanding provided alongside the lesson.

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

The promethean board and the computer were used by the teacher and the students. The computer is appropriate to use because it allows a different approach to lessons as opposed to the typical “listening to lectures.” The iPad is used for various reasons throughout the lesson, whether it be for an app to accompany the lesson or for free time purposes.

© CAST 2011 UDL Guidelines – Educator Checklist Version 2