ACTIVITY GOAL:
Students will be able to become an expert on one aspect of Michigan’s economy by creating a Google Presentation. By
sharing their presentations on Google Classroom, students will be able to learn from their classmates about unfamiliar
aspects of Michigan’s economy.
TECHNOLOGIES USED FOR ACTIVITY:
iPad
Google Classroom
Google Presentation
Teacher Approved Websites
Google Survey
(adapted from CAST UDL curriculum self-check)
UDL principle
Multiple and varied media are used
to present concepts and content
Materials and media provide visual
equivalents for auditory information
and vice versa as needed
Options for diverse
linguistic/language abilities are
provided in materials and media
Visual organizers, rubrics, and
checklists are available to help
students to learn, plan, and complete
lessons
Materials and media are designed to
help students monitor their own
progress and promote self-reflection
Materials and media provide
students with varied levels of
challenge and support to address
diverse abilities and challenges
UDL CHECKLIST
Example How it fits into UDL
Text, images, graphics, audio,
video, and multimedia
Captions for videos, text outlines
for lectures, text-to-speech or
digital voice tools for text
Hyperlinked multimedia glossary
definitions; foreign language
translations; language modality
translations—ASL/speech
Using advanced organizers Students are given a form of checklist to
guide their learning both while they create
their presentations and while they explore
other presentations.
Comparing work over time
during the activity, picking their
best work, choosing new
personal goals
More structured vs. open-ended Students are given sources of media to use
tasks in the activity, different and a checklist of the information they need
levels of difficulty to include in their final product, but are
allowed to create it in a way that makes
sense to them
 EVALUATION

 how would you modify your media and materials to address the diverse challenges, talents, and
preferences of your students?

After completing the UDL Checklist, I realized that the technology I picked does not support most of the
UDL principles. However, from completing the checklist, I saw that there are many ways that I can modify
my lesson to include more principles of UDL. Most of the media I chose to use all come from the same
source, Google. Since my lesson was more research based, using the internet and textbook, there is no
way to ensure that the students were going to encounter different forms of media to learn the target
concept. For this, I could be more specific about the “teacher approved websites” I cited as a form of
technology. I could specifically outline websites for the students to explore that offer various forms of
media, such as text, audio, video, etc. In line with this, I can make sure that the websites I choose offer
accommodations for all types of learning (audio for text, captions for videos, etc.). I can also ensure that
there is a way for students to be able to define and/or translate words that are unclear. Also, while this
lesson promotes independence, it does not have an element of self-assessment or reflection. In order to
incorporate this, imbedded in the checklist the students receive will be places to stop and get feedback, not
only from teachers and peers, but themselves. The students will then get to take this feedback to reflect on
what they have done and see if they have been able to include the information needed. Also, in addition to
the google survey, the students will have the opportunity to reflect on how the assignment went. What went
well, what was challenging, what they learned, what they wish they could change, etc. This section is
helpful for the students to reflect on how they worked through the assignment, but also helpful for the
teacher to see what learning styles their students have and how to change the assignment in the future.

REFLECTION

Briefly describe your thoughts about the UDL-ization process:

1) How is UDL changing how you view technology for teaching and learning?
At first, I thought that there just needed to be a variety of technology in order to make the lesson more
technology focused. After learning about UDL, I learned that this is not always the case. There is so
much more into incorporating technology to promote the best learning. There needs to be variety in the
types of technology and the ways in which the technology is used. Also, the technology needs to be
inclusive to all types of learners.

2) How will you implement UDL in your future classroom?

I think that I will use UDL every time I think about including technology in a lesson. I think it is a great
way to check to make sure that technology is not just being added, but added in a way that supports
the most beneficial learning. Beyond technology, I think that using the principles of UDL will help me as
a teacher create an inclusive classroom that promotes engaged learning.