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 5 UDL checklist
I. Provide Multiple Means of
Representation:

1. Provide options for perception

1.1

Offer ways of customizing the

display of information

1.2
Offer alternatives for auditory
information

1.3
Offer alternatives for visual
information

Your notes

Students will be able to explain the five

stages of a frog and be comfortable with
the frog life cycle process.
1.1 Students will be interacting with the ActivInspire Promethean board, creating a more
visually appealing lesson. They will also be
provided with a video explaining the life cycle
and printouts displayed on the ELMO
projector.
1.2 A video will be played to the class explaining
the topic that students can follow along with.
1.3 Students will be provided with handouts and
other hands on materials to help them
visualize the process.

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
Activate or supply background
knowledge
3.2
Highlight patterns, critical
features, big ideas, and relationships
3.3
Guide information processing,
visualization, and manipulation
3.4
Maximize transfer and
generalization
II. Provide Multiple Means for Action
and Expression:

2.1 We are going to introduce new vocabulary to

the students. The teacher will make a list with the
students of what they think the words mean and
then go over the exact meanings.
2.2 While teaching the lesson, the teacher will
make sure the words and sentences the students
are writing are clear.
2.3 In order to make sure the students are
familiar with all of the words/symbols, the
teacher will go over and discuss any ambiguities.
2.4 There will be an activity in which the teacher
asks the students what they know, before she
explains the topic and vocabulary.
2.5 Students will be presented on the board, will
get a print out, and will watch a video. There will
be many ways for the students to understand the
information; depending on what ways they learn
best.
3.1 Talk about things that frogs do, eat, where
they live. Offer background knowledge about
frogs so that the students are interested.
3.2 Each time the teacher talks about the frog
changing stages, that step will be emphasized.
The students will have cut outs that they will hold
up when the teacher moves on to another stage.
This will help them grasp those key moments.
3.3 The lesson will start with a pre conversation
about what students know, and then provide
some information with visuals.
3.4 There will be checkpoints in which the
teacher is making sure the students understand
the information. The teacher will ask the students
questions to make sure they grasp the concepts.
Your notes

4. Provide options for physical action

4.1 Students will be able to use their cut outs to
hold up when answering questions. They will also
be able to use the board to actively answer
UDL Guidelines Educator Checklistquestions.
Version 2
Optimize access to tools and
4.2 Students will have access to a video about

4.1
Vary the methods for response
and navigation
CAST 2011

4.2