CAST 2011 UDL Guidelines Educator Checklist Version 2

Project Refection Sheet for UDL Educators Checklist

How did you use technology to implement the 9 UDL guidelines? Explain in the nine
boxes below.
Resave the fle as Group # UDL checklist
!" Provide #ultiple #eans of
Representation$
%our notes
1. Provide options for perception
1.1 Use an active inspire vocabulary matching
activity instead o !ust explaining the words and
de"nitions.
1.# $reate a podcast explaining the words and
de"nitions to play at the beginning o the lesson.
1.% $reate a power point presentation with a
visual or each vocabulary word.
&"& &'er ways o customi(ing the
display o inormation
&"' &'er alternatives or auditory
inormation
&"( &'er alternatives or visual
inormation
#. Provide options for lan)ua)e*
+athe+atical e,pressions* and
s-+.ols
#.1 Use the power point and podcast to clariy
any de"nitions or words.
#.# Hi)light the importance o the base word
*rupt+ and the meaning.
#.% ,eacher will as- some students to use the
words in a sentence so they can be sure the
meaning o the words in context is understood.
#.. ,eacher will demonstrate vocab grabber or
the students.
#./ 0e will use a podcast1 power point1 and an
activity on the white board.
'"& $lariy vocabulary and symbols
'"' $lariy syntax and structure
'"( 2upport decoding o text1 and
mathematical notation1 and symbols
'"/ 3romote understanding across
language
'"0 4llustrate through multiple media
%. Provide options for co+prehension
%.1 ,he power point shown at the beginning o
the lesson will be used to remind students about
the words and de"nitions.
%.# Use vocab grabber to show that all o the
words have the base *rupt+ and in some orm
mean to brea- apart.
%.% Use several visual tools li-e power point1
vocab grabber1 active inspire activity1 and a
visual o the directions to -eep students on the
right trac-.
%.. Using an online timer tool to allow students to
manage their time and stay ocused.
("& 5ctivate or supply bac-ground
-nowledge
("' Highlight patterns1 critical
eatures1 big ideas1 and relationships
("( 6uide inormation processing1
visuali(ation1 and manipulation
("/ 7aximi(e transer and
generali(ation
!!" Provide #ultiple #eans for 1ction
and E,pression$
%our notes
.. Provide options for ph-sical action
..1 ,he students will have several ways to
show their wor- li-e a computer illustration1
hand drawn illustration1 acting out in person1
creating a short video.
..# Every student will have access to di'erent
means o showing their wor- because
students will rotate around in groups.
/"& 8ary the methods or response
and navigation
/"' &ptimi(e access to tools and
assistive technologies
/. Provide options for e,pression and
co++unication
/.1 2tudents can use written and typed wor-1
teacher will spea-1 show power point1 and pod
cast.
/.# ,hroughout the activities students will
have multiple ways to communicate their
understanding o the words and de"nitions.
,hey will illustrate the words1 act out the
words1 and use the words in context.
/.% ,eacher will assess individual progress
through each activity and ma-e changes as
necessary.
0"& Use multiple media or
communication
0"' Use multiple tools or
construction and composition
0"( 9uild :uencies with graduated
labels o support or practice and
perormance
;. Provide options for e,ecutive
functions
;.1 Use the online timer to ma-e the students
aware o how much time they have to
complete each activity.
2"& 6uide appropriate goal setting