CAST 2011 UDL Guidelines - Educator Checklist Version 2. How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
CAST 2011 UDL Guidelines - Educator Checklist Version 2. How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
CAST 2011 UDL Guidelines - Educator Checklist Version 2. How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
CAST 2011 UDL Guidelines Educator Checklist Version 2
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: Your notes 1. Provide options for perception 1.2 Have an auditory version on the poem Vulture View available for the students.
1.3 Use a visual power point presentation for students to gain prior knowledge on Vultures. 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 and 2.4 Create a flipchart of the given vocabulary words which will include pictures for visual learning.
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 3.2 Use the elmo to show the graphic organizer and as a class we will highlight the lesson objective/ big idea.
3.3 and 3.4 Students will complete a graphic organizer to represent and give visual examples of each of the sensory vocabulary words from the poem. 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: Your notes 4. Provide options for physical action 4.1 Students can act out the sensory words during reading the poem. Also will act out these sensory words when completing Vulture experiment. 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 5.3 Create an anchor chart which can be displayed in the room as a reference for sensory words. 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 After discussing the objective for the day, the teacher can provide a focus question that at the end of the lesson the students will be able to answer in their journal. 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 UDL Guidelines Educator Checklist Version 2
III. Provide Multiple Means for Engagement: Your notes 7. Provide options for recruiting interest 7.1 and 7.2 In consideration of age level characteristics and their reading level, the small groups will each be assigned a teacher to work with. This will insure more one on one time and support from teachers. 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions 8. Provide options for sustaining effort and persistence 8.1 Write the objectives on the board and reference the objective throughout the lesson.
8.3 The students are placed in groups by mixed ability except one group that needs more support. 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 The teacher will complete a graphic organizer on the elmo, then students will complete a graphic organizer along with the teacher, last students will complete graphic organizer in small groups. 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection How did you integrate technology into the goals, materials, methods, and assessment for this lesson to improve students understanding of content? We integrated technology through the use of a flipchart of the given vocabulary words which will include pictures for visual learning. We are also going to use the elmo to show the graphic organizer for those students that are visual learners. We will also have access to the computer to pull visuals to represent examples of sensory words. What technology was used? By whom? Why was this appropriate technology to integrate? Elmo- Teacher and Student Computer- Teacher Flipchart- Teacher and Student