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 1.1 Use an active i nspire vocabulary matching activity i nstead of just expl aining the words and defi nitions. 1.2 Create a podcast explaining the words and definitions to pl ay at the begi nning of the l esson. 1.3 Create a power point presentation wi th a vi sual for each vocabulary word. 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 2.1 Use the power poi nt and podcast to cl arify any definitions or words. 2.2 Hi -l ight the i mportance of the base word rupt and the meani ng. 2.3 Teacher wi ll ask some students to use the words in a sentence so they can be sure the meaning of the words i n context i s understood. 2.4 Teacher wi ll demonstrate vocab grabber for the students. 2.5 We wi l l use a podcast, power point, and an activity on the whi te board. 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 3.1 The power poi nt shown at the begi nning of the l esson will be used to remi nd students about the words and defi nitions. 3.2 Use vocab grabber to show that all of the words have the base rupt and in some form mean to break apart. 3.3 Use several visual tools l ike power point, vocab grabber, acti ve i nspire acti vity, and a visual of the di rections to keep students on the ri ght track. 3.4 Usi ng an online ti mer tool to allow students to manage thei r ti me and stay focused. 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 4.1 The students wi ll have several ways to show their work l i ke a computer i llustration, hand drawn i l l ustration, acting out in person, creating a short vi deo. 4.2 Every student wi ll have access to di fferent means of showi ng thei r work because students wi ll rotate around i n groups. 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 5.1 Students can use written and typed work, teacher wi l l speak, show power point, and pod cast. 5.2 Throughout the acti vities students wi ll have multiple ways to communicate thei r understanding of the words and defi nitions. They wi ll illustrate the words, act out the words, and use the words i n context. 5.3 Teacher wi ll assess i ndividual progress through each acti vity and make changes as necessary. 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 6.1 Use the onl i ne ti mer to make the students aware of how much ti me they have to compl ete each acti vity. 6.2 Show examples of each activity or demonstrate how each activity will work so students have an i dea of what to do. 6.3 Students wi ll have the words and definitions i n thei r group to refer back to. 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
6.4 Students wi ll have seen an example and know what they are supposed to be doi ng. III. Provide Multiple Means for Engagement: Your notes 7. Provide options for recruiting interest 7.1 Students are able to choose the method i n which they compl ete each activity. Thei r i llustration wi ll be uni que to thei r comprehension of the word and they can use markers and paper or a computer to create i t. 7.3 The students wi ll work i n small groups with a teacher to faci litate. 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 8.1 The objecti ves and directions will be posted on the board throughout the enti re l esson. 8.3 The students wi ll be rotating i n small groups wi th the same students each rotation and can as each other for help.
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 9.2 The teacher wi l l encourage each student to do thei r best and not to compare their work to others. The teacher will al so praise students often and encourage them to conti nue worki ng. 9.3 Ask students to check their work and make sure it i s thei r best work. At the end ask the student to thi nk about what they di d duri ng the activity and have them thi nk about what worked wel l and what di dnt work well. 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? I integrated technology into the lesson by adding in videos, a pod cast, and a power point. I integrated technology into the portion of the lesson where students are able to show what they understand by giving them multiple options to express their work. The videos, power point, and pod cast will be used to help the students grasp the meaning of the vocabulary used and the appropriate context to use it. The multiple ways to express their work will improve the lesson because it will make it easier for the students to show what they know because they can choose the option they are most comfortable with. What technology was used? By whom? Why was this appropriate technology to integrate? The teacher uses, a power point to show visuals of the vocabulary words. This was appropriate because it provided context to the words. The teacher will play a pod cast of the words and definitions for the students. This was appropriate because it helped auditory learners. The teacher will use the Elmo to display the directions and objectives. This was appropriate because the students then had a way to keep on track. The teacher will use an online timer to keep students on track. The students will use computers to illustrate vocabulary words, this was appropriate because it gave students an alternative way to show what they know. The students will also be able to record a video instead of acting out in front of everyone, this was appropriate because it gave students another way to show what they know.