CAST 2011 UDL Guidelines Educator Checklist Version 2

Project Reflection Sheet for UDL Educators Checklist

I. Provide Multiple Means of Representation: Your notes
1. Provide options for perception
1.1 Offer ways of customizing the display of
information
1.1 Use an active inspire flipchart to review
vocabulary words and engaging examples of
fantasy and realism found in the story Dogzilla
1.2 Offer alternatives for auditory information
1.2 Allow students to listen to a you tube video to
follow along with the reading of Dogzilla
1.3 Offer alternatives for visual information
1.3 Use the flipchart activities, individual books,
and the YouTube video for visual engagement.
2. Provide options for language, mathematical
expressions, and symbols


2.1 Clarify vocabulary and symbols
2.1 Teacher will discuss vocabulary words that may
be difficult before reading Dogzilla
2.2 Clarify syntax and structure



2.3 Support decoding of text, and mathematical
notation, and symbols
2.3 Students will have an opportunity to summarize
the text, as well as pick out the elements of fantasy
and realism.
2.4 Promote understanding across language
2.5 Illustrate through multiple media
2.5 Students will have access to the YouTube
reading of Dogzilla, as well as their individual
books.

2.5 Students will write their alternate
endings/continuations using StoryJumper.com
3. Provide options for comprehension


3.1 Activate or supply background knowledge
3.1 Students will review the terms found in the
story that may be of difficulty, including fantasy and
realism
3.2 Highlight patterns, critical features, big ideas, and
relationships
3.2 Students will have to pick out elements of
fantasy and realism throughout the story Dogzilla,
as well as, in their own stories
CAST 2011 UDL Guidelines Educator Checklist Version 2
3.3 Guide information processing, visualization, and
manipulation
3.3 The teacher will model picking out elements of
fantasy and realism in the story, as well as, an
example of an alternate ending/continuation

3.3 Students will receive step-by-step directions on
how to use StoryJumper.com when writing their
stories
3.4 Maximize transfer and generalization
3.4 Students will be given reminders verbally and
on the board of what needs to be included in their
stories

3.4 Students have the option of completing an
organizer to help develop their story ending, before
completing the final online draft
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical action


4.1 Vary the methods for response and navigation
4.1 Students will be matching vocabulary words
and writing down specific details from the story on
the Promethean Board, in addition to verbal
responses.
4.2 Optimize access to tools and assistive
technologies
4.2 On the flipchart for the Promethean Board, the
students will be able to come up to the board and
complete the matching activity and the detail chart.
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
composition
5.2 Students will write their alternate
endings/continuations using the online story book
creator (StoryJumper.com)

5.3 Build fluencies with graduated labels of support
for practice and performance

6. Provide options for executive functions
6.1 Guide appropriate goal setting
6.1 Students will be informed of the objectives in
the beginning of lesson, and they will be displayed
on the board for the entirety of the lesson
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
7. Provide options for recruiting interest
CAST 2011 UDL Guidelines Educator Checklist Version 2
7.1 Optimize individual choice and autonomy
7.1 Students will have the choice of deciding their
alternate ending/continuation, which includes the
graphics and text features that go in their final draft
7.2 Optimize relevance, value, and authenticity
7.2 Dogzilla is age appropriate for third graders
and is within their reading abilities
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.2 Students are encouraged to include more than
one element of fantasy and realism into their
stories, if they need an extra 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
9.1 Students will be motivated to complete the
assignment because they are given the chance to
be authors
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
9.3 Students will be able to reflect on their own
writing to determine if their stories contain both
fantasy and realistic elements
CAST 2011 UDL Guidelines Educator Checklist Version 2
How did you integrate technology into the goals, materials,
methods, and assessment for this lesson to improve students
understanding of content?
Technology is integrated into the goals by making it
necessary to have access to the technology. The
objective of the lesson is for students to be able to
distinguish elements of fantasy and realism using
the text Dogzilla, by Dav Pilkey. In order for this to
occur, students will need to have access to
technology. The assessment goal is to create an
alternate ending/continuation of the story, using an
online book publisher. In order for this to be
completed, students must have access to this
publisher.


Technology was a main aspect in our materials. In
order to complete the objective, a computer,
Promethean Board, YouTube, and
Storyjumper.com needed to be accessible.

For the assessment, students were able to use
storyjumper.com to create an alternate
ending/continuation that was able to be published
for others to see. This allows students to display
their new knowledge, while being proud of their
published work.

Overall, technology enhanced learning in this
lesson and added an element of fun, which
engages students in the learning process.
CAST 2011 UDL Guidelines Educator Checklist Version 2
What technology was used? By whom? Why was this
appropriate technology to integrate?
There were several pieces of technology used
throughout the lesson. For the vocabulary
introduction, students were able to use the
Promethean Board for a matching activityy.
YouTube was used by the teacher for the online
reading of Dogzilla, while the students had to
option to simply listen and watch the screen, or
read along in a textbook. The T-chart used to
distinguish elements of fantasy vs. realism in the
story was created using ActiveInspire, which allows
the students and the teacher to write the different
details of the story in the correct section on the
board. StoryJumper.com was used by the students
to create a published version of their alternate
ending/continuation, and the teacher used it to
model how to operate the software.

These were all appropriate technology tools for this
grade level. Students still like listening to stories
being read, so having the large visual text on the
screen with the verbal reading is helpful for all
students. The Promethean Board is a great tool for
students because it allows them to be involved in
the lesson in a way that is not too demanding of
them. StoryJumper is also appropriate because it is
simple to use and allows students to be creative in
their writing and publishing. All of these
technologies are age appropriate and creates
motivation to participate and learn.