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 Type your ideas in this column
-Instead of holding the book, bring students to the
carpet in front of the Promethean board. The book
could be placed on the Elmo, insuring all students
can see the text and illustrations.
-ind a !ideo o" the boo# being read aloud by the author
or a celebrity.
-Use the microphone when reading story aloud ensuring
all can hear.
$$ $""er ways o" customi%ing the display o"
in"ormation
$% $""er alternati!es "or auditory in"ormation
$& $""er alternati!es "or !isual in"ormation
% Provide options for lan'ua'e( )athe)atical
e*pressions( and s+),ols
-"ind boo# in &panish !ersion
-"ind a site that will interpret boo# in &panish
-'reate a "ile where we read the boo# aloud. Upload to
class website so students can listen at any time, for
homework, etc.
-(e"ore reading) new !ocabulary "ound in the boo# can
be displayed on the *romethean.
-(rea# students into groups) distributing a laptop to each
group. +ssign a new !ocabulary word to each group
and ha!e them research its meaning.
%$ 'lari"y !ocabulary and symbols
%% 'lari"y syntax and structure
%& &upport decoding o" text) and mathematical
notation) and symbols
%- *romote understanding across language
%. ,llustrate through multiple media
& Provide options for co)prehension -Display a -.L chart on the *romethean board.
&tudents can use the acti!e !otes to text in what they
already #now about the term /&el"-esteem0
-Display pages o" the boo# on the *romethean) students
can ta#e turns going up the board and underlining #ey
text on each page using the *romethean writing tool.
&$ +cti!ate or supply bac#ground #nowledge
&% Highlight patterns) critical "eatures) big ideas)
and relationships
&& 1uide in"ormation processing) !isuali%ation)
and manipulation
&- 2aximi%e trans"er and generali%ation
II Provide !ultiple !eans for /ction and
E*pression"
#our notes
4. Provide options for ph+sical action -Ha!e students enter their predictions !ia text about the
story) post co!er and boo# wal#) into the acti!e !otes.
*redictions will post to the *romethean. This page can
be saved to review after reading the book.
-$ 3ary the methods "or response and
na!igation
-% $ptimi%e access to tools and assisti!e
technologies
5. Provide options for e*pression and
co))unication
-&tudents create a 3oki with uploaded sound bite
describing what makes them happy.
-&tudents create a Tag%edo with descripti!e words
about themsel!es.
.$ Use multiple media "or communication
.% Use multiple tools "or construction and
composition
.& (uild "luencies with graduated labels o"
support "or practice and per"ormance
6. Provide options for e*ecutive functions -Ha!e classroom wi#i page "or students to upload
ongoing pro4ect. Teacher can !iew to see where help is
needed.
0$ 1uide appropriate goal setting
0% &upport planning and strategy de!elopment
0& acilitate managing in"ormation and
resources
0- Enhance capacity "or monitoring progress
III Provide !ultiple !eans for En'a'e)ent" #our notes
7. Provide options for recruitin' interest
&tudents will ha!e a choice o" creating a !o#i or a
tagxedo to complete the acti!ity describing themsel!es.
1$ $ptimi%e indi!idual choice and autonomy
1% $ptimi%e rele!ance) !alue) and authenticity
CAST 2011 UDL Guidelines Educator Checklist Version 2