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: Alexa Brown

ACTIVITY GOAL(S):

Students will be able to show their understanding of rhyming word families by correctly identifying rhyming
words in a picture
Students will be able to show their ability to spell CVC and CCVC words in the same rhyming word families by
correctly spelling them out on the board

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

SmartBoard
Possibly iPads
Worksheets

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
equivalents for auditory information
and vice versa as needed
Text, images, graphics, audio,
video, and multimedia
Captions for videos, text outlines
for lectures, text-to-speech or
digital voice tools for text
for the activity provides that?
(add URL links, descriptions,
screenshots, etc if necessary)
Both images and text are used in the
activity. Text is available both on the board
as well as in front of students because they
are able to write down words these see on
the picture.
Students will say what their word is before
writing it out on the board, and then spell out
the word verbally. Then, if the word is
accepted, we will repeat the word as a class.
So students can both see how the word is
spelled but will also hear the word when we
say it out loud.
For students who need extra support, a
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
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
glossary could be made with images,
spelling, and definitions for many of the
pictures in the larger picture. This could also
be done on an ipad that could actually give
an audio of the pronunciation of the word in
addition to everything else. If iPads were not
available, I could always go around and aid
these students by pronouncing certain words
for the students.
Instead of just having students write words
down on a lined sheet of paper, I could have
a worksheet with lines and check boxes.
This way, after a student already puts a
word on the board, students could check off
that that word was already used. It could
also offer the spelling of the original word for
reference.
When I give the students a second chance
to look at the picture, they may be able to
find more words they hadnt thought of the
first time (even though they were sure they
found them all.) Overall, this activity isnt
great for this principle and it could expand
further to better meet this by adding more to
the actual lesson instead of just relying on
this single activity.
The fact that this activity involves teams
makes it more/less difficult. For students
who had a difficult time identifying words,
they can sit back and observe or get help
from classmates.

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?

As a whole, I do think the technology provides support for the UDL principles, but I also think this activity could
be expanded more. I think by adding an actual lesson of some kind in the beginning would better scaffold the
activity while also providing more opportunity for UDL principles to be added and expanded on.

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?
 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 think having a better understanding of UDL makes it easier for me to understand why we use
technology in the classroom. Before, I just thought we used technology because it was easier and so
we could teach students about how to use technology. Now, I feel like I understand that technology is
meant to provide more opportunities and strategies to make a lesson more UDL.

2) How will you implement UDL in your future classroom?

I plan to implement UDL by simply using as many strategies as I can for lessons. The more choice and
the more diversity I can add to my lessons will make it that much better for my students and it doesnt
even have to make the lesson more work for myself. By finding simple UDL strategies I can make
consistent in my classroom, it will make it easier to add UDL to my lessons because there isnt any
extra work.