UDL Guidelines - Educator Checklist Jenna Ewend

7/31/2019 UDL Guidelines - Educator Checklist Jenna Ewend

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DL Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

ease color code and highlight your barriers and features .

UDL Guidelines -Educator Checklist

Provide Multiple Means

f Representation

Your notes

. Provide options for erception1.1 Customize the display

of informationStudents have the ability to choose how they would like to display their newly gainedvocabulary knowledge. They can choose to use either Wordle, Photovisi, or Popplet.

Within each of these types of displays, there is room for individuality. No two Photovisisfor example, will look the same because students can choose different backgrounds,

fonts, pictures, etc. In Wordle, students can change the color scheme, decide what wordsthey want to be larger and stand out, and which words they want to cluster together. In

Popplet, students can customize the display of information by changing the color,changing how they arrange the bubbles, etc.

.2 Provide alternatives for uditory information

Students are displaying what they know about a particular vocabulary word visuallythrough Wordle, Photovisi, and Popplet. To help with their understanding of a vocabulary

word, they are also able to look up pictures of that word via google images, readdefinitions, and look up signs on our computer software programs and on online sign

language dictionaries like ASLpro.com..3 Provide alternatives for isual information

Because my students dont always have access to auditory information or because thataccess is limited, they rely on visual feedback much more than their hearing peers.

. Provide options for anguage and symbols

.1 Dene vocabulary andymbols

Students may look up a sign or picture for a vocabulary word and those could besomething that they have never seen before. Students could also look up the definition of a vocabulary word and the definition could have words within it that they dont understand.

.2 Clarify syntax andtructure

Because ASL has a different grammar than English, some of my students have a verydifficult time understanding the syntax of the English Language. Therefore any written

directions will need to be written in simple language with visual cues being used asreinforcements.

.3 Decode text or mathematical notation

It would be great to find a way to have definitions signed for students and not just word byword translations like you find on ASLpro.com. Students could use a sign language

dictionary app for the ipad to look up signed definitions for words..4 Promote cross-nguistic understanding

Students are looking up signs for words in order to help discover the meaning of Englishwords.

.5 Illustrate key conceptson-linguistically

The directions for this task on our classroom website are written in very simple words withpictures to illustrate the step by step process. Students also will have examples of products that have been created for a vocabulary word to refer back to in order to

understand what they are supposed to create.. Provide options for omprehension.1 Provide or activateackground knowledge

The first thing that students will do after they come across a word that they dont know isto go to our classroom web page and document what they think they know about that

word using either a bulleted list or Popplet..2 Highlight criticaleatures, big ideas, and

elationships

Students will use their final products in order to show the big ideas of what variousvocabulary words mean. They will portray relationships between that word and other

words by including synonyms, antonyms, examples, nonexamples, and/or related wordsin their final products..3 Guide informationrocessing.4 Support memory andransfer

Students will be expected to know and use these vocabulary words after they havecreated their products. However, posting them on their own page on our classroom

vocabulary website will give students a place to go back to if the forget what a word thattheyve studied means.

of 3 7/11/11 8:06 PMDL Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

I. Provide Multiple

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Means of ActionndExpression. Provide options for hysical action.1 Provide varied ways toespond

Students may choose to use either Popplet, Wordle, or Photovisi to showcase their understanding of a new vocabulary word.

.2 Provide varied ways tonteract with materials

Students can choose to use one of the three tools listed above in order to showcase their understanding of a vocabulary word by providing examples, nonexamples, synonyms, antonyms,

definitions, related words, or by using the word in sentences..3 Integrate assistiveechnologies

Students can use sign language dictionaries such as ASLpro.com and the ASL software programthat is downloaded onto our school computer.

Some of my students cannot read, and we cant use text to speech assistive technology becausethey are deaf.

. Provide options for xpressive skills anduency

.1 Allow choices of mediaor communication

Students can communicate their knowledge of a vocabulary word via three different types of media: Photovisi, Popplet, and Wordle.

All of the ways that I have allowed students to express their knowledge has been through wordsand pictures. I have not allowed students who are not visual learners an adequate way to

express their knowledge. Thus, I would like to add a component where students are able toexpress their knowledge of a vocabulary word with speech or sign. VoiceThread May be a good

way to include this..2 Provide appropriateools for compositionndproblem solving

Students will have many tools available to them in order to help them problem solve what a wordmeans. They can use google images, ASL dictionaries, picture dictionaries, childrens

dictionaries, etc.

.3 Provide ways tocaffold practicendperformance

Before this lesson, students will already be familiar with the technology tools that they are using.That way they will not be struggling with learning how to use the technology and effectively

display the content at the same t ime. Students also will have step by step directions that they canfollow with simple pictures and words on our classroom vocabulary website. Finally, students willbe able to look at an example made by the teacher of a vocabulary project product in addition to

viewing the projects that their classmates have produced.. Provide options for xecutive functions.1 Guide effective goaletting

I have not taught students how to effectively decide what words they dont know. If the goal of this assignment is for students to improve their vocabulary knowledge of words that they are

unfamiliar with, then they need to know how to decide what words they dont understand. Thiscould probably be a whole lesson in itself that is presented before this lesson.

.2 Support planning andtrategy development

.3 Facilitate managingnformation and resources

I have not taught students how to decide which resources would be most appropriate for them.My fourth grader, for example is going to get the most out of reading about a vocabuary word onthe Internet or in a dictionary. He is not going to benefit as much from looking up pictures of hisvocabulary words because there arent going to be pictures for all of his vocabulary words. Myfirst and fifth graders are still learning to read so for them, looking up definitions would be very

frustrating and difficult. They need to know that looking up signs and pictures would probably bemore helpful for them, and I need to scaffold their understanding of where to go in order to figure

out what a word means..4 Enhance capacity for

monitoring progressStudents dont really know what is expected of them during this project. They dont have a clear

outline of what their final product should look like in order to prove that they understand aparticular word.

Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

II. Provide MultipleMeans of Engagement

Your notes

. Provide options for ecruiting interest.1 Increase individualhoice and autonomy

Students have the opportunity to choose what words they do not understand and would like to learnmore about. Students also have the opportunity to choose what method they would like to use in

order to display their new understanding of the word..2 Enhance relevance,alue and authenticity

As the teacher, I will not always be around to tell students what a word means. When they comeacross a word that they dont know when they are at home or out in the community, they need toknow how to determine what that word means. This lesson will give them experience in making

sense of what a word really means..3 Reduce threats and For my students who cant read, google images is one source that they can use in order to figure out


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istractions what a word means. However, I cannot sensor what images come up on google images. This couldbe a threat depending upon what word the child decides to look up.

. Provide options for ustaining effortndpersistence

.1 Heighten salience of oals and objectives

.2 Vary levels of hallenge and support

This lesson has been adapted for first, fourth, and fifth grade. The vocabulary that each studentchooses will vary based upon their grade level. Also the supports that they use in order to figure outa word will change based upon the students language choice and reading level. For example, myfirst and fifth grade students will mostly be looking up pictures and signs for words, while my fourth

grader will be relying more upon definitions in order to construct his understanding of a word.

.3 Foster collaborationnd communication My students often have a hard time communicating with one another because they speak differentlanguages. They also are not all in the classroom at the same time which makes collaborationdifficult. Additionall, they are all at different grade levels, which means that the vocabulary words

that each student will be working on will be very different.Students will be collaborating via our classroom vocabulary website. They will each have their own

vocabulary page where they can share their initial ideas and new conceptions of various vocabularywords with their peers. This way, we can also see if some of the same vocabulary words are beingused across grades, and if they are, we can look at how our understanding of these words might be

different at different grade levels or see how these words are being used in various ways..4 Increase mastery-riented feedback

Students need to have a way to give each other feedback. This cant always be done through writingbecause some of my students are still learning how to read and write. It also cant always be done

via face to face interaction because not all of my students speak the same language. However,maybe I could have the students give feedback in the way that is most comfortable to them, and

then I could provide a written or signed translation on the website so that other students could seeundersand their peers feedback.

. Provide options for elf-regulation.1 Guide personal goal-etting and expectations.2 Scaffold coping skillsnd strategies

Students need to know what to do when they look up a word and they dont know the words in thedictionary that are describing that word. They also need to know what to do iif they try to look up a

picture for that word and there is not picture for that particular word..3 Develop self-ssessment and reection

Students need a checklist of items to self evaluate their progress.

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UDL Guidelines - Educator Checklist Jenna Ewend