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

Your notes

1.1 Objective will be a bigger font so that every student can

see. Worksheet will also have different size fonts and
colors for the words to emphasize certain things.
1.3 Turkey activity provides a physical representation where
the students are hands on for tactile learners.
2.1 Teaching students the short U sound requires us to preteach vocabulary words that have those sounds. We will also
use their prior knowledge for them to better understand the
short U sound.

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

2.5 When teaching students words using the short U sound,

we will also have a visual representation of that word. We
could also show a video that focuses on the short U sound so
that students can have that sound represented through
different media.
3.1 In order to activate background knowledge, we will tel l a
story as a relevant analogy.

3.2 Highlight patterns, critical features, big ideas, and 3.3 Students will have the interactive model of the turkey to
practice the short U sound.
relationships
3.3 Guide information processing, visualization, and
manipulation

3.4 Making sure that the students can use this idea in future
experiences.

3.4 Maximize transfer and generalization

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 labels 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

Your notes
4.1 Students that arent comfortable with using the
interactive whiteboard have the option of using the
paper cutout version of the turkey. Also, students that
take more time writing have the option of writing fewer
words than their classmates.
5.1 We will have videos, visual aids, physical
manipulatives, and interactive web tools in order for the
students to have multiple media.
5.2 For the students that arent comfortable writing on
the interactive whiteboard, they can just say the words
they want to use out loud and we can write it for them.
6.1 We will be reading and showing the objective in the
beginning of class so that the students will know what
they are going to be doing and what is expected of them.
We will also be modeling everything that we want the
students to do so they know what is expected of them.
6.2 Having students share their white boards in order to

UDL Guidelines Educator Checklist Version 2

explain their thought processes.

6.4 We will ask questions about why they chose the
words that they did in order to encourage selfmonitoring and self-reflection.

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

Your notes
7.1 Students will have a lot of freedom in the sense that they
can chose which tools they want to us e (whether it be the
interactive whiteboard turkey or a paper cutout of the
turkey), what colors they want to use for the turkey feathers,
and what words they want to use on those feathers.
7.2 We would be doing this lesson around Thanksgiving time
so the turkey idea is relevant to that holiday.

7.3 Minimize threats and distractions

7.3 Our entire lesson is made to make sure that we are

creating an accepting and supportive classroom environment
by allowing students to have more options to pick from.

8. Provide options for sustaining effort and persistence 8.2 For students that are struggling, we will give extra help
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community

and attention. For the students that are exceling, we will give
them more freedom and challenge that a little.
8.4 We will provide constant feedback to let them know how
they are doing and to encourage them to continue working
hard.

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

9.2 In order to prevent students getting frustrated with

themselves, we will be providing many different ways that
they can do their classwork so that if something doesnt work
for them, they have the option to try something else. We will
also have different resources in case they get confused.

9.3 Develop self-assessment and reflection

We will be doing things with the interactive whiteboard,
How did you integrate technology into the goals, materials,
videos, online resources, and different means of
methods, and assessment for this lesson to improve students
representation in order to help students better understand
understanding of content?
the short U sound.
What technology was used? By whom? Why was this
appropriate technology to integrate?

CAST 2011

Elmo- In order to show the objective

Interactive Whiteboard/Activeinspire- One option to do the
turkey activity.
Youtube- To show videos about the short U sound

UDL Guidelines Educator Checklist Version 2