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 !ultiple !eans of Representation"
#our notes
$ Provide options for perception 1. Students will be able to understand the concept
of seuencing and how they can apply to it to
their e!eryday life.
1.1 Use an "cti!e #nspire to display definitions
instead of paper and pencil.
1.2 Ha!e the students listen to the story through a
youtube !ideo by the author $Eric %arle&.
1.3 Ha!e pictures displaying morning routine
acti!ities that the students will seuence.
'(a)e students through a picture wal) through
the story
$$ *ffer ways of customi+ing the display of
information
$% *ffer alternati!es for auditory information
$& *ffer alternati!es for !isual information
% Provide options for lan'ua'e( )athe)atical
e*pressions( and s+),ols
,.
,.- New vocabulary that will be read in the book can
be introduced through Active Inspire as the class
matches the definitions with the corresponding
terms.
2.2 The teachers will highlight important sequencing
words throughout the story.
,.. (eachers will pause throughout the story to
encourage group discussion as they respond to
comprehension uestions.
,./ (eachers will re!iew unfamiliar terms in the
beginning of the lesson.
'(eachers will go o!er animals mentioned in the story
that may be unfamiliar to ELL students through a picture
wal).
,.0 Students will gi!en a printed copy of the story and
will be encouraged to follow along as they listen to the
author read the story aloud.
%$ %larify !ocabulary and symbols
%% %larify syntax and structure
%& Support decoding of text1 and mathematical
notation1 and symbols
%- 2romote understanding across language
%. #llustrate through multiple media
& Provide options for co)prehension .
..- 3elate the idea of seuencing by sharing the order
of their daily routines.
'Students will re!iew unfamiliar !ocabulary
'Students will re!iew animals through a picture wal)
.., Teachers will emphasize key events in the story
along with any other previously taught concepts.
... (eachers will brea) up the lesson into sections by
first introducing the concept of seuencing1 then go o!er
unfamiliar terms1 then ta)ing the students through a
picture wal)1 and the teacher will pause the !ideo to as)
comprehension uestions to guide information
processing.
../ (eacher will display a timer on the promethium
board to )eep students focused and to promote time
management.
&$ "cti!ate or supply bac)ground )nowledge
&% Highlight patterns1 critical features1 big ideas1
and relationships
&& 4uide information processing1 !isuali+ation1
and manipulation
&- 5aximi+e transfer and generali+ation
II Provide !ultiple !eans for /ction and
E*pression"
#our notes
4. Provide options for ph+sical action /
/.- Ha!e students come to the promethium board to
match definitions with the terms instead of writing them
on paper.
/., Students will ha!e access to their own copies of
6(he 4rouchy Ladybug! access to the promethium
board and auditory representation of "The #rouchy
$adybug.!
-$ 7ary the methods for response and
na!igation
-% *ptimi+e access to tools and assisti!e
technologies
5. Provide options for e*pression and
co))unication
0
0.- "llow students to match pictures on the promethium
board instead of writing answers on paper.
.$ Use multiple media for communication
CAST 2011 UDL Guidelines Educator Checklist Version 2