Project Reflection Sheet for UDL Educators Checklist

I. Provide Multiple Means of Representation: Your Notes

1. Provide options for perception Instructor asks students to write their fears into a slide on the Promethean board and then takes those answers and turns them into a Tagxedo image. This way, students can see their answers represented in multiple ways.

The video homework assignment allows students a further method of viewing this information, visually. Must be presented in a way that engages students’ imagination, which is highly active at this age.

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

During class reading of Thunder Cake, pinpoint any vocabulary that may be unfamiliar and make sure students are comfortable with it. Create open atmosphere for students to ask about words or ideas with which they may be unfamiliar. Create list of words that students bring up, hang in classroom.

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 In playing the audio as children enter, we activate their previous knowledge of thunderstorms. To maximize learning of story map idea, provide handout that students may fill in as instructor works through various parts of the story. Provide initial example in one of the five categories, from which students can take direction. Helps to organize ideas and retain for use in the future.

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 need to stand up and move around when writing their idea on Promethean board.

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 Instructor will use ActivInspire flipchart, the Promethean board and the video homework assignment to communicate the lesson.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 Allow pauses for “stop and think” moments, especially during vocabulary queries and when asking students to list their fears. Additionally, build in time for students to think about ways to overcome the fears they come up with.

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

III. Provide Multiple Means for Engagement: Your notes

7. Provide options for recruiting interest Allow students to be creative in how and where they write their fear on Promethean board slide. Let them chose color, placement, own font. Meanwhile, make sure to limit side barring amongst students not presently writing on board.

Make sure that no student is criticized or teased for the fear they choose to share.

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

At points, allow for small group discussion. Pair students up for peer collaboration and for peer tutoring. Make sure pairs do not become too static by mixing pairs up from activity to activity. Ask students with knowledge in certain areas to share their knowledge with group.

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

9.1 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?

Right off the bat, playing the thunderstorm audio as children entered the room engaged students’ interest and hinted at what today’s lesson might cover.

Instructor used the Promethean board to have students write their individual fears on the board. To further illustrate the point that everyone has fears, we used the word cloud (via Tagxedo) to place one student’s fear in conjunction will their peers’.

Additionally, having students create their own video for homework gives leeway for students to inject their style into the assignment…. To put their own spin on it. Once turned in, instructor will post the videos to a class YouTube Channel which will allow students to view their own and their classmates’ videos freely. This would help whenever a student wants to revisit this particular lesson.

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

Children used:-Promethean Board-ActivInspire-Tagxedo-(video-making software of their choice; instructor suggests MovieMaker)

Having each student use the Promethean board can keep the pace of the lesson consistent and engaging. In the same way, ActivInspire flipcharts keep students interested in the lesson so that no student becomes bored or inattentive. Tagxedo is fun and colorful and juxtaposes the students’ listed fears so that each student can better see his own fear amidst a cloud of other students’ fears. Using video-making software allows student to explore on his own, both with the software and creativity-wise. Additionally, having a video representation to solidify what

© CAST 2011 UDL Guidelines – Educator Checklist Version 2

the class had previously covered with words and sounds reinforces a broader understanding of the subject and related topics.

© CAST 2011 UDL Guidelines – Educator Checklist Version 2