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    Resave The File As Group # UDL Checklist': Your Notes

    Uploaded by

    Cassie Martin
    This document provides a checklist for educators to document how they implemented the nine UDL guidelines in a lesson plan or project. It includes examples of how the educator used technology to represent information in multiple ways, provide options for comprehension and language expression, and allow for different forms of physical action and expression.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Resave The File As Group # UDL Checklist': Your Notes

    Uploaded by

    Cassie Martin
    44 views2 pages
    This document provides a checklist for educators to document how they implemented the nine UDL guidelines in a lesson plan or project. It includes examples of how the educator used technology to represent information in multiple ways, provide options for comprehension and language expression, and allow for different forms of physical action and expression.

    Original Title

    Group#1UDLChecklist

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    This document provides a checklist for educators to document how they implemented the nine UDL guidelines in a lesson plan or project. It includes examples of how the educator used technology to represent information in multiple ways, provide options for comprehension and language expression, and allow for different forms of physical action and expression.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    44 views2 pages

    Resave The File As Group # UDL Checklist': Your Notes

    Uploaded by

    Cassie Martin
    This document provides a checklist for educators to document how they implemented the nine UDL guidelines in a lesson plan or project. It includes examples of how the educator used technology to represent information in multiple ways, provide options for comprehension and language expression, and allow for different forms of physical action and expression.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    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 !ultiple !eans of Representation"
    #our notes
    $ Provide options for perception 1. Students will be able to understand the concept
    of seuencing and how they can apply to it to
    their e!eryday life.
    1.1 Use an "cti!e #nspire to display definitions
    instead of paper and pencil.
    1.2 Ha!e the students listen to the story through a
    youtube !ideo by the author $Eric %arle&.
    1.3 Ha!e pictures displaying morning routine
    acti!ities that the students will seuence.
    '(a)e students through a picture wal) through
    the story
    $$ *ffer ways of customi+ing the display of
    information
    $% *ffer alternati!es for auditory information
    $& *ffer alternati!es for !isual information
    % Provide options for lan'ua'e( )athe)atical
    e*pressions( and s+),ols
    ,.
    ,.- New vocabulary that will be read in the book can
    be introduced through Active Inspire as the class
    matches the definitions with the corresponding
    terms.
    2.2 The teachers will highlight important sequencing
    words throughout the story.
    ,.. (eachers will pause throughout the story to
    encourage group discussion as they respond to
    comprehension uestions.
    ,./ (eachers will re!iew unfamiliar terms in the
    beginning of the lesson.
    '(eachers will go o!er animals mentioned in the story
    that may be unfamiliar to ELL students through a picture
    wal).
    ,.0 Students will gi!en a printed copy of the story and
    will be encouraged to follow along as they listen to the
    author read the story aloud.
    %$ %larify !ocabulary and symbols
    %% %larify syntax and structure
    %& Support decoding of text1 and mathematical
    notation1 and symbols
    %- 2romote understanding across language
    %. #llustrate through multiple media
    & Provide options for co)prehension .
    ..- 3elate the idea of seuencing by sharing the order
    of their daily routines.
    'Students will re!iew unfamiliar !ocabulary
    'Students will re!iew animals through a picture wal)
    .., Teachers will emphasize key events in the story
    along with any other previously taught concepts.
    ... (eachers will brea) up the lesson into sections by
    first introducing the concept of seuencing1 then go o!er
    unfamiliar terms1 then ta)ing the students through a
    picture wal)1 and the teacher will pause the !ideo to as)
    comprehension uestions to guide information
    processing.
    ../ (eacher will display a timer on the promethium
    board to )eep students focused and to promote time
    management.
    &$ "cti!ate or supply bac)ground )nowledge
    &% Highlight patterns1 critical features1 big ideas1
    and relationships
    && 4uide information processing1 !isuali+ation1
    and manipulation
    &- 5aximi+e transfer and generali+ation
    II Provide !ultiple !eans for /ction and
    E*pression"
    #our notes
    4. Provide options for ph+sical action /
    /.- Ha!e students come to the promethium board to
    match definitions with the terms instead of writing them
    on paper.
    /., Students will ha!e access to their own copies of
    6(he 4rouchy Ladybug! access to the promethium
    board and auditory representation of "The #rouchy
    $adybug.!
    -$ 7ary the methods for response and
    na!igation
    -% *ptimi+e access to tools and assisti!e
    technologies
    5. Provide options for e*pression and
    co))unication
    0
    0.- "llow students to match pictures on the promethium
    board instead of writing answers on paper.
    .$ Use multiple media for communication
    CAST 2011 UDL Guidelines Educator Checklist Version 2

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