UDL Guidelines Educator Checklist Version 2

I.

Provide Multiple Means of Representation:

1.

Provide options for perception

2.

3.

1.1 Offer ways of customizing the display of information

Yes, the text help box in the top right allows the teacher or reader to
highlight specific pieces of the text in different colors to make the
information easier to find for all learners. This is an effective way of
focusing student attention through the display of information.

1.2 Offer alternatives for auditory information

Yes, the resources section of the Gettysburg address provides a link

to readings of the speeches. The text help box also has a tool to
read the speech aloud. Both of these are effective means of
presenting the information to audio learners.

1.3 Offer alternatives for visual information

Yes, the resources section contains maps and images that can help
visual learners provide a space and face to the Gettysburg address.
Specifically, the map included is of the battlefield in Pennsylvania
and the image is of Abraham Lincoln the speechs writer. Both are
effective for visual learners.

Provide options for language, mathematical expressions,

and symbols

2.1 Clarify vocabulary and symbols

There is a glossary available to define terms the students may be

unfamiliar with. The glossary is extensive enough that the students
should have no problem learning words they are currently unfamiliar
with.

2.2 Clarify syntax and structure

The actual speech includes places to stop and think about what is
being said. This is a great resource for helping students clarify what
they have just read. The stop and think also provides descriptions of
how to visualize what people would have seen when Lincoln was
giving the speech.

2.3 Support decoding of text, and mathematical notation,

and symbols

Yes, the stop and think thought bubbles included within the speech
allow the students to decode pieces of the document instead of the
entirety of the text. The focus on visualizing what people would have
seen when Lincoln was giving the speech is also a great tool to aid
in student understanding of the speeches significance.

2.4 Promote understanding across language

There is a function to translate portions of the document into

Spanish. There are also images included in the resources section to
help students who may not speak or read English as well.

2.5 Illustrate through multiple media

There are visuals, stop and think portions, and audio functions to
present the information in a variety of ways. All of these are ways to
differentiate information so that all students can learn the materials.

Provide options for comprehension

3.1 Activate or supply background knowledge

There is a summary and background information portion in the

resources tab. The background information portion is thorough and
would help the students remember anything they had previously
learned about the Gettysburg Address.

3.2 Highlight patterns, critical features, big ideas, and

relationships

There is a highlighter function that could be used by either students

or teachers. There is also a stop and think portion within the
document that allows the student to focus on critical features or
sections of the text.

3.3 Guide information processing, visualization, and

manipulation

The stop and think portion included within the document helps to
guide processing and allows the students to visualize the
information as they would if they were actually on the battlefield
when Lincoln gave the speech.

3.4 Maximize transfer and generalization

Providing information in a variety of formats will help the students

remember the information later. The stronger the connection made
in their memory the more likely they will remember it and be able to
use it as necessary.

II. Provide Multiple Means for Action and Expression:

4.

Your notes

Your notes

Provide options for physical action

4.1 Vary the methods for response and navigation

Students are able to highlight and then organize their

highlighted marks. They are also able to navigate through the
portions of the document and resources as appropriate.

4.2 Optimize access to tools and assistive technologies

5.

Provide options for expression and communication

5.1 Use multiple media for communication

While it is possible to include multimedia tools for

communication these are not specifically included within the
document or tools section.

5.2 Use multiple tools for construction and composition

There are multiple tools available to read and understand the

document. If the students would prefer not to actually read the
document, it is simple to use the tool bar to have the document
read to them. Similarly, there are links within the actual
document to resources that can understanding the reading
much simpler.

5.3 Build fluencies with graduated labels of support for

practice and performance

6.

8.

As mentioned earlier there are a variety of tools available within the

Gettysburg Address reading to allow the students to find the strategy
that works best for them. In a classroom one of these methods could
be assigned or all methods could be used in concert. For example,
the audio tool could be used to read a specific passage to the
students while they are able to look at visuals and imagine what the
battlefield was like thanks to the stop and think checkmarks
provided.

Provide options for executive functions

6.1 Guide appropriate goal setting

Students will need to develop their own goals for the reading
based upon their level of reading proficiency and
understanding. While the guide includes a variety of tools and
resources for understanding the document it does not provide
goals to determine how well the students comprehended the
document. Having said that it would be fairly simple to come up
with a group of questions about the Gettysburg Address to
determine their level of understanding.

6.2 Support planning and strategy development

The stop and think feature included in the actual document is

perfect for developing this kind of strategy development when
reading.

6.3 Facilitate managing information and resources

The linked resources included within the reading allow the

students to manage the large list of resources included within
the resources section.

6.4 Enhance capacity for monitoring progress

The stop and think feature can also help the students in
monitoring their progress because if they are forced to stop and
think about what they just read they may realize they did not
understand what they were supposed to. As a result, this
feature can help focus attention on key points.

III. Provide Multiple Means for Engagement:

7.

The tools are easy to find and are in the top right hand corner of
the webpage. From there students should be able to access the
highlighter and translator tools when they need to.

Your notes

Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

The variety of tools allows students to pick and choose the tools that
best fit their learning styles.

7.2 Optimize relevance, value, and authenticity

The variety of tools also allows students to pick the one most
relevant to the task being completed.

7.3 Minimize threats and distractions

The Gettysburg Address reading does not make the classroom any
safer on its own. That responsibility lies with the teacher in each
class. It is however likely that the students would be able to focus on
the document without getting too distracted, but it is also possible
that when students use technology specifically the internet they may
also be on websites which were not intended in the class.

Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

The stop and think portion of the activity allows students to think
about different things such as what the conditions on the actual field
in Pennsylvania were like.

8.2 Vary demands and resources to optimize challenge

The varied resources included in the Gettysburg Address lesson

allow the students to use a variety of techniques to meet the goals of
the lesson. If I required, the students to use a number of these
resources it was ensure that the resources used would be varied.

9.

8.3 Foster collaboration and community

While the reading does not specifically mention collaboration it

would be simple to break the students into small groups in order to
force them to work together.

8.4 Increase mastery-oriented feedback

The reading does not include methods of assessment, but asking

the students to use evidence from the document and complete one
of the stop and think exercises in writing would help them master the
material.

Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize

motivation

There are no specific expectations for comprehension included

within the document, but as a teacher it is easy enough for me to
give guiding questions or things to look for within the document. The
students can then highlight the document using the appropriate tool
and as a result I will be able to provide guidelines for what I expect
the students to learn.

9.2 Facilitate personal coping skills and strategies

The tools included allow the students to pick and choose the best
method for coping on an individual basis.

9.3 Develop self-assessment and reflection

The stop and think portions force the students to assess their own
level of comprehension at various points throughout the document. If
there is something the students do not know they can easily find a
tool to help teach themselves that portion of the reading.

CAST 2011