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 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
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

Your notes

1.1 We are providing an interactive whiteboard and other

visuals as well as having audio explanations of all directions,
readings, and activities.

1.3 Provide a well-detailed PowerPoint presentation that
would include labels and connections to the lesson being
presented. Additionally we will provide a mp3 file explaining
the lesson so that the lesson can be replayed.
2.1 and 2.4 Create a flipchart for an activity that will help
demonstrate understanding of story elements and have
visuals to accompany the vocabulary so that it can be
understood or translated easily for ELL learners.

2.2 We are providing an active read aloud of two different
stories that will model fluent reading and pronunciation of
the language

2.5 Use straw, sticks and Legos for students to manipulate
during the motivation aspect of the lesson. Also students will
have the chance to do an assignment in multiply ways such
as drawing, recording, or using technology software.

3.1 With in are modeled read aloud we will make sure to stop
and ask questions about the stories elements we are aiming
3.1 Activate or supply background knowledge
to teach that will help bring out prior knowledge
3.2 Highlight patterns, critical features, big ideas, and
3.1 Use the interactive whiteboard to show an interactive
relationships
graphic organizer and as a class we will highlight the lesson
3.3 Guide information processing, visualization, and objective/ big ideas.
manipulation

3.2 By reading out load two different stories we are showing
connections that stories have patterns and have a main idea
and will draw students attentions to it.

3.3 An interactive read aloud will be used to guide student
3.4 Maximize transfer and generalization
processing of character and setting.

3.4 Provide enrichment, analyzing other stories, where
students can generalize that every story has characters and
setting .

3. Provide options for comprehension

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
CAST 2011

Your notes
4.1 Students will manipulate the clipart on the
interactive white board in order to respond, we will also
add Total Physical Response questions such as thumbs
up and thumbs down.

4.2 Give students the chance to use an interactive
whiteboard, software, computers, and audio equipment.

UDL Guidelines Educator Checklist Version 2

5.1 Using a variety of medias to communicate their

comprehension of the objective, such as the straw
manipulative, the interactive white board and their own
graphic organizer.

5.2 Giving the students multiply ways to create their own
graphic organizers.

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and
composition
5.3 Build fluencies with graduated labels of support
for practice and performance

6.1 After discussing the objective for the day, we will

discuss what the objective means to them and then
provide them with a reflective question at the end of the
lesson to ensure their comprehension of the set
objective.

6.2 Explain to students that in order to accomplish our
objective we will need to show them how to have
strategic planning steps and trial and error attempts
to meet the wanted goals.

6.3 Provide students with a verity of graphic organizers
to best manage and organize information on story
elements

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

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions

Your notes
7.1 For the individual practice section of the lesson the
students will be able to choose what type of graphic organize
that they want to create.

7.2 Ensure that all stories read are culturally reverent to all
students as well as their interest level.

8. Provide options for sustaining effort and persistence 8.1 Write the objectives on the board include the directions
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection

on the flipchart and create a reflective question for closing.

8.2 Provide students with enrichment and remediation to
help challenge all students who need them.

8.3 The students will be encouraged to work together during
guided practice and individual practice.
9.1 As the students complete their story elements graphic
organizer, the teacher will supervise and keep students on
track and provide positive praise.

9.3 We have created a reflective question for the closer of
our lesson

We integrated technology through the use of a flipchart on

How did you integrate technology into the goals, materials,
story elements, which will include pictures for visual
methods, and assessment for this lesson to improve students learning and sound effects. We are also going to allow
understanding of content?
students to use Pixie software, computers, and audio tools
to create their own graphic organizer.









CAST 2011

UDL Guidelines Educator Checklist Version 2




What technology was used? By whom? Why was this
appropriate technology to integrate?

Interactive Whiteboard- teacher and students. This was

appropriate because this gave the students will have the
opportunity to use a hands on manipulative and watch their
classmates for guidance.
Active inspire- teacher and students. This is appropriate
because this provides students with visual and kinesthetic
activities. They will do this through observation of alternate
clipart and manipulating those visuals.
Pixie Software- students will use this to create a graphic
organizer if they choose to do so.
Audio Tools- students can use software like audacity to
record an explanation of story elements if they choose to.

CAST 2011

UDL Guidelines Educator Checklist Version 2