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: 1. Provide options for perception 1.4 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 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 Details to be filled in. 3.2 Topic of activity will enhance and includes relationships. 3.1 Activate or supply background knowledge Big ideas will be discussed in pre-reading and group 3.2 Highlight patterns, critical features, big ideas, and discussion. 3.4 Assessment portion of activity will maximize transfer of relationships information. 2.1 Clarify important vocabulary/symbols that pertain to the story (point of view & perception). 2.3 Use of an eBook. 2.4 eBook can translate text into multiple languages. 2.5 eBook and SmartBoard to show background information about the topic. 1.1 Use of eBook, SmartBoard, and physical book/ other materials. 1.2 The eBook version from openlibrary.com 1.3 Physical book, eBook, and a flipchart in SmartBoard to show visual information.
Your notes

3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization II. Provide Multiple Means for Action and Expression: 4. Provide options for physical action 4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies

Your notes 4.1 Interactive chart on SmartBoard will be used to make a class chart of background knowledge. 4.2 eBook, buddy reading option, and student time spent at SmartBoard 5.1-5.2 To be filled in with assessment portion. 5.3 Built into student choices of how to access the book and how to express their learning.

5. Provide options for expression and communication 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 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

6.1 Voki will define a clearly stated goal at beginning of lesson. 6.2 Before reading the teacher provides the context for point-of-view, questions to keep in mind while reading, and a template for brainstorming and deeper concept development in post-reading activities. 6.4 students will be monitored for understanding by formative assessments throughout the lesson. Each

UDL Guidelines Educator Checklist Version 2

activity builds on the previous.

III. Provide Multiple Means for Engagement: 7. Provide options for recruiting interest 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions

Your notes 7.1 Students will have choices with accessing information about the story and with how they show mastery of the concept. 7.2 Relatable real-world concepts discussed in pre-reading

8. Provide options for sustaining effort and persistence 8.2 The book is presented in easier and more complicated 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
Technology is integrated throughout the lesson. Students How did you integrate technology into the goals, materials, have the option of reading on an e-book, complete there methods, and assessment for this lesson to improve students project using Wordle, Storybird or record sound bites with understanding of content? pictures and finally they are asked to explore websites in the extension. Technology was used by both the students and teacher(s). The teacher used a voki, and the Promethean board. Students used e-books, Wordle, Storybird, and even the stapleless books. This lesson could have been taught with the use of this technology but by providing it the lesson is greatly enhanced. Students are motivated to learn by choice and variety. Student needs are accommodated by choice as well, by adding this technology this lesson becomes a UDL lesson. formats. 8.3 Group discussion and choice of buddy reading and the students can present their final project. 8.4 students are asked to not only demonstrate understanding based on a story provided but also by creating their own story. Constructing their own story gives them ownership of the concept, and therefore facilitates deeper learning and feedback. 9.1 Students motivation will be promoted through their activity choices in the project. 9.2 The concept of point of view carries over to all subjects and throughout life. It is something to keep in mind in all situations.

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

CAST 2011

UDL Guidelines Educator Checklist Version 2