CEP 416-Universal Design for Learning Template

For this assignment, you will focus on the technologies that you picked for last week's activity, and you will
make sure that they comply with UDL principles. Remember that simply using technology in the classroom is
not enough; we want to purposefully think about how technology enhances learning and how we can best plan
it into our activity to achieve intended learning goals.

YOUR NAME: Yiqiu Zhang

ACTIVITY GOAL(S):
Learn different emotion adjective meaning
Learn how to express these adjectives by using acting
Learn how to draw different emotion
Let students have more chances to show their acting

TECHNOLOGIES USED FOR ACTIVITY (please provide a URL link to it if applicable):

Color pens
Cards
URL A Tool http://www.atool.org/canvas.php
Projector
Scanner

UDL CHECKLIST
(adapted from CAST UDL curriculum self-check)

Flexible media and materials play an essential role in helping students achieve activity/lesson goals. The
principles below help you consider what could/could not work for all your students with the media and materials
included in your activity.

UDL principle Example Explain how the technology you picked

Multiple and varied media are used
to present concepts and content
Materials and media provide visual
for the activity provides that?
(add URL links, descriptions,
screenshots, etc if necessary)
I picked audio and image and video
Text, images, graphics, audio, when I present my concepts and
video, and multimedia content. I will use A Tool
http://www.atool.org/canvas.php to
give my students the first example
about our classs rule. With this
directly example, they can
understand my concepts quicker
than just using words on the paper
and by talking. And I will also use
text, during the class, I will give my
students a piece of outline to help
them understanding todays goal and
write down their feedback also on
this paper.
During the class, I will first using
Captions for videos, text outlines myself as the example, so during my
equivalents for auditory information
and vice versa as needed
Options for diverse
linguistic/language abilities are
provided in materials and media
Visual organizers, rubrics, and
checklists are available to help
students to learn, plan, and complete
lessons
Materials and media are designed to
help students monitor their own
progress and promote self-reflection
Materials and media provide
students with varied levels of
challenge and support to address
diverse abilities and challenges
for lectures, text-to-speech or
digital voice tools for text
Hyperlinked multimedia glossary
definitions; foreign language
translations; language modality
translationsASL/speech
Using advanced organizers
Comparing work over time
during the activity, picking their
best work, choosing new
personal goals
More structured vs. open-ended
tasks in the activity, different
levels of difficulty
explaining, students will get a piece
of outline to help them both from my
speech and from text on the paper.
Then students themselves will start
to create their own monster, so
during their speech, they will also
need to write down their idea about
the monsters on the back side of
cards. This is also a text-to-speech
using during the class.
During this language arts class,
students will spend most of their time
to share their monster with other
students. So, there will have lots of
speech during whole class. Students
also encouraged to share their idea
in front of whole class.
During the class, I will separate time
into three equal periods. The first
period will be introducing the rule to
students. The second period will be
students first turn to share. Third
period will be the second turn to
share. This plan can get a good
feedback from students and figure
out if they understand the whole
knowledge in this class.
In this course, we will have two
periods for students to share their
works individually. And after the
private sharing, Ill encourage
students to share their pound work to
whole class or recommend their
partners work in front of class.
Students can learn from each others
work and find different way to
express their emotion and acting.
They will self-reflect during first and
second period of private sharing. And
they also can learn the students that
they didnt share with brilliant work.
At the end of the class, I also ask
students to write down their
reflections during this activity as a
homework.
During our course. Students need to
draw on the cards, acts different
emotions and guess another
students work. All these may be a
challenge for different students.
Some of them may shy to share their
idea with classmates, or in front of
whole class. Some students may not
confident with their acting, this will
 become a good change for students
to practice their acting during the
class. Also, some students may not
good at painting, they can learn from
other students paint.

EVALUATION

Based on your responses, how would you modify your media and materials to address the diverse challenges,
talents, and preferences of your students? (answer one)

If your technology provides support for UDL principles (e.g., 4 out of 6 principles), what are other
student challenges or preferences that you could anticipate in this activity?

If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would
you modify your media and materials to address the diverse challenges, talents, and preferences of
your students?
My technology doesnt provide support for UDL principles. So I may change my classroom from a
normal one into the computer classroom. Then we can use online painting and sharing tool to solve this
problem. We also can use flashcards on the website to describe our emotional words and share with
other classmates. The class also can use skype to take an online class and encourage students to
draw a paper mask and act as their own emotional monster. This can make very shy students also can
enjoy our activity.
If we still need to stay into the normal classroom and with these problem, I will ask students to draw a
paper mask and act as their own monster not in class but from home. Then they dont know about
which work belongs to whom.

REFLECTION
(participation points for this week).

Briefly describe your thoughts about the UDL-ization process:

1) How is UDL changing how you view technology for teaching and learning?
I strongly agree about the UDL idea which different students need different learning way. But I didnt
know the name before I learn this class. After I read the article and watched videos about UDL, I think
we need to do a lot before our students took the class. We need to prepare different ways for students
to understand, to learn, to get encourage. I think communication is a very important part in UDL,
because teachers need to clearly know about how much students learned, if their view are wrong or
right. UDL support different ways for students to learn for example like text, audio, media or images. All
these different ways have one goal that make students understand the course. Its not only important
for teachers to think about what kinds of ways they are going to teach, but also important to know what
reflection will students give from these different materials.
2) How will you implement UDL in your future classroom?
In the future, I will use UDL in my language art class. I will use music, media, images, and videos to
introduce different books background and authors life to my students. Some of students dont like to
read all words book because they think these books are boring, so I will use audio books to help these
students to read and listen to them. Then I will divide students into small groups. I think small group
discussion is one of the most important part of UDL because from the discussion, every student can
share their different thinking. They can know whole class common points and different points. Then we
will have a big communication, during this part, teachers can give students feedback and provide
multiple means of engagement.