Universal Design for Learning (UDL) Guidelines

Lesson Plan Analysis

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• Review: Universal Design for Learning Guidelines

• If your lesson plan DOES NOT use the standard, put an “X” in the “No” column.

• If your lesson plan DOES use the standard, put an “X” in the “Yes” column and explain how your lesson uses the standard.

Student Name:

I. Provide Multiple Means of Representation:

1. Provide options for perception No Yes Provide Example
X Students can use the class set of Chromebooks to do their activity.
1.1 Offer ways of customizing the display of information
They can also follow along on the SmartBoard with the teacher.
1.2 Offer alternatives for auditory information X
1.3 Offer alternatives for visual information X Access to Chromebooks and teacher guidance via SmartBoard.
2. Provide options for language, mathematical
expressions, and symbols No Yes Provide Example
2.1 Clarify vocabulary and symbols X Students will be provided with a cheat sheet guide with key terminology and examples.
2.2 Clarify syntax and structure X
2.3 Support decoding of text, mathematical notation, and X
symbols
2.4 Promote understanding across language X
2.5 Illustrate through multiple media X Chromebooks, SmartBoard, handouts
3. Provide options for comprehension No Yes Provide Example
X Students will fill out a personal dietary assessment of current health habits and
3.1 Activate or supply background knowledge behaviors. This will give them current background knowledge of how they choose to
diet. This will help them to customize their goals.
X Students will find relationships and patterns associated with their dieting habits from
3.2 Highlight patterns, critical features, big ideas, and
their personal dietary assessment. The personal dietary assessment is a guide that
relationships
will help students create realistic goals.
3.3 Guide information processing, visualization, and X
manipulation
X Information gained can be utilized in the future. Students can apply what they learn
3.4 Maximize transfer and generalization
into their future (adulthood). They can monitor and adjust accordingly.

© CAST 2011
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
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 levels 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
No Yes Provide Example
X Student goals will vary because dieting habits differ. Students will be highly
encouraged to personalize their goals and not have responses similar to their
classmates.
X Students will have access to chromebooks and the internet in the classroom. They will
be given plenty of time to complete the assignment in class - take in to consideration
the students that do not have access to these tools at home.
No Yes Provide Example
X
X Google Drive – excel, word, and the use of Internet
X Students will have a tutorial on how to use Google Drive- excel, and word programs.
As well as review how to use the internet
No Yes Provide Example
X Students will create realistic short-term and long-term goals that they can fulfill in
making healthier food choice alternative options.
X I will use myself as an example. I will give them examples of my personal “realistic”
short-term and long-term goals that students can model.
X I can help facilitate their progress and help them make adjustments.
X I will give them plenty of class time to work on their project. In return this will allow me
to carefully monitor their progress.
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest No
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity X
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and
persistence No
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge X
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback X
9. Provide options for self-regulation No
9.1 Promote expectations and beliefs that optimize
motivation
9.2 Facilitate personal coping skills and strategies X
9.3 Develop self-assessment and reflection
© CAST 2011
Yes Provide Example
X Students will be able to create their own goals. Goals will be specific and unique to
each individual.
X I will supervise and monitor students throughout to eliminate threats and distractions.
Yes Provide Example
X I will often check for understanding to see if goals and objectives have been met. I will
do this by having students share.
X Students will have opportunities to share their goals with their classmates.
Yes Provide Example
X Students will be given deadlines in order to meet expectations.
X Students will fill out a personal dietary assessment prior and a self-evaluation at the
end. The purpose of the personal dietary assessment is to guide them towards their
goal setting and so they are aware of their current dieting habits and behavior. The
self-evaluation is for reflection purposes- did they make necessary adjustments to
their diet? Were they successful in accomplishing their goals? What were some
strengths and weaknesses? What goals can be modified in the future to achieve
success?