UDL CHECKLIST
(adapted from CAST UDL curriculum self-check)
Flexible media and materials play an essential role in helping students achieve activity/lesson goals. The
principles below help you consider what could/could not work for all your students with the media and materials
included in your activity.
UDL principle
Multiple and varied media are used
to present concepts and content
EXAMPLE
Text, images, graphics, audio, video,
and multimedia
Materials and media provide visual
equivalents for auditory information
and vice versa as needed
EXAMPLE
Captions for videos, text outlines for
lectures, text-to-speech or digital
voice tools for text
Explain how the technology you picked for the activity provides that?
(add URL links, descriptions, screenshots, etc if necessary)
From the image above, it shows that it does
provide clear images and texts to support
what the images are representing. As
students will be allowed to operate the
simulation with some assistance from the
teacher, they would be able to see the
simulation upclose.
However, in terms of audio, the simulation
only provides some clicking sounds when one area of the simulation is clicked.
SOLUTION:
One way of solving this problem is that the teacher would have a pre-
instruction before doing the activity. The teacher would introduce all the
vocabularies that are being used and write the words on the board where
students can see it. Also, while writing the vocabularies, teacher could have the
students to read the vocabularies out loud. Not only students will know the
meaning of the vocabularies, they will also remember how the words sound by
rehearsing on saying it.
As for text and captions, it is heavily provided in the simulation.
However, the activity does fall short on providing auditory information since it
does not contain any auditory tool to support the content of the lesson.
SOLUTION:
As the activity does depend on the teachers instruction, an assistive listening
system can be used to fulfill this requirement. The student will use a receiver to
be able to hear the teacher who is talking through a microphone.
Again, with the TPACK framework, context does vary substantially across the
spectrum. If such technology could not be used due to funding, teacher can
modify the activity by doing it in groups where students can use school iPads
to access to the simulation. This would help students, who need some audio
tools, by having multiple repetition in peer-instruction for great exposure with
the used vocabularies and small proximity to hear the instruction clearly.
Options for diverse
linguistic/language abilities are
provided in materials and media
EXAMPLE
Hyperlinked multimedia glossary
definitions; foreign language
translations; language modality
translationsASL/speech
Visual organizers, rubrics, and
checklists are available to help
students to learn, plan, and complete
lessons
EXAMPLE
Using advanced organizers
Materials and media are designed to
help students monitor their own
progress and promote self-reflection
EXAMPLE
Comparing work over time during the
activity, picking their best work,
choosing new personal goals
Materials and media provide
students with varied levels of
challenge and support to address
diverse abilities and challenges
EXAMPLE
Structured vs open-ended tasks in
activity, different levels of difficulty
The lesson, however, does not fulfill this UDL item, while the visual
representation may aid ELLs to understand the content knowledge.
SOLUTION:
As the words are hypothetically being introduced through pre-instruction, the
teacher can provide the other language while introducing the vocabularies.
Then, all students are able to know the word in the foreign language and it will
fulfill the needs of the student who has the foreign language as his/her mother
language.
For providing diverse language ability, the teacher can provide the foreign
language of the words during the pre-instruction or provide an app or a
dictionary that would help the student to know the word in their mother
language.
For this item, I think this lesson plan acts very poorly since there is no plan or
organizer to help the students to plan and complete the lesson.
SOLUTION:
Before starting the entire lesson, the teacher would need to write a checklist on
the board and review on what the students will be doing for the next 45 minutes.
Students would be able to monitor their own progress by comparing the
numerical expressions that he/she has made from the first trial until the last
one, since students are required to write the expressions on a piece of paper.
Moreover, the homework where students are needed to take pictures of
something that represent a multiplication expression would allow students to
self-reflect on how they would find multiplication concept in their surrounding.
SOLUTION:
For the self-reflection part, I would provide several activities for the students
to choose. As all activities would achieve the same content objectives, it will
provide more room for the student to choose an activity that will allow him/her to
work on a certain part of the topic.
If time does not allow students to complete the extra activities, teacher can
construct a game where the entire classroom can participate. This would allow
students to monitor on what they know and self-reflect on it as students would
discuss and reconcile on one correct answer.
For this activity, it does not provide varied levels of challenge as the lesson is
very structured.
SOLUTION:
I would modify the lesson plan by including choices of activities, where
students are able to choose an activity that would match with what they want to
work on.