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 Multiple Means of Representation:

1. Provide options for perception

1.1 Offer ways of customizing the display of
information
1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

2. Provide options for language, mathematical

expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical
notation, and symbols
2.4 Promote understanding across language

Your notes
1.2 Information will be displayed on the white board as
well as the Promethean board. Thus, information will be
hand-written and typed.
1.3 Pictures will be displayed next to the definitions of
halves and fourths/quarters Information will be taught
using hands-on materials; for example, students will be
using Graham Crackers as manipulatives in addition to
cardboard cutout pizzas.
2.1 All students will be given the standard definition for
fourths/quarters and halves. However, for ELLs,
primarily, pictures will be displayed to reiterate
fourths/quarters and halves.
2.2 All students will be given clear directions, but
students with behavioral issues and ELLs will be
provided with repeated instruction.
2.4 ELL students will sit next to Ms. O and Ms. D on the
carpet, so they can receive more direct instruction.

2.5 Illustrate through multiple media

2.5 Information will be displayed using multiple media;

for example, food, arts & crafts, and a pre-made Flip
Chart on the Promethean Board.

3. Provide options for comprehension

3.1
3.2
3.3

3.4

3.1 Students will be asked, Has anyone ever broken or

cut anything into equal parts, if so what? Explain how
Activate or supply background knowledge
you did it. (Planned Beginning) Thus, students will be
Highlight patterns, critical features, big ideas, and asked to access their prior knowledge.
relationships
Guide information processing, visualization, and 3.3 Ms. D will guide students through splitting Graham
Crackers into halves and fourths/quarters. Ms. O will
manipulation
guide students through splitting their pizzas into halves
or fourths/quarters. Thus, students will receive
Maximize transfer and generalization
instruction on how to use each manipulative. (Activities
1 & 2)

II. Provide Multiple Means for Action and

Expression:
4. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
technologies

Your notes
4.1 Students will have the ability to express knowledge
through food demonstration, arts & craft project,
worksheets, and Flip Chart activity.

5. Provide options for expression and communication 5.2 As stated above, students will be able to use food,
arts & crafts, worksheets, and Flip Chart activity to
5.1 Use multiple media for communication
construct and build their knowledge on halves &
5.2 Use multiple tools for construction and
fourths/quarters.
composition
CAST 2011

UDL Guidelines Educator Checklist Version 2

5.3 Build fluencies with graduated labels of support

for practice and performance
6. Provide options for executive functions
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

5.3 Definitions of halves and fourths/quarters will be

displayed with pictures for ELL students.
6.1 Ms. O and Ms. D will read the objective, and
students will know they their goal is to differentiate
between halves & fourths/quarters. Also, the Flip Chart
activity will review with all students what they learned
throughout the lesson, but will also challenge higher
academic achieving students.
6.3 Management: students will be reminded to come
quietly to the carpet, return quietly to desks, and follow
classroom and teacher rules. In addition, Ms. O and Ms.
D will make sure everyone can view demonstrations.

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest

Your notes

7.2 Optimize relevance, value, and authenticity

7.1 Students will be challenged on Flip Chart activity,

and will be given a reward, eating their Graham
Crackers. This will help motivate students to learn,
participate, and follow directions.

7.3 Minimize threats and distractions

7.2 This lesson is appropriate for all racial, cultural,

ethic, and gender groups. All students are familiar with
Graham Crackers and pizzas. Also, all students can
utilize technology.

7.1 Optimize individual choice and autonomy

7.3 Ms. O and Ms. D will create an accepting and

supportive classroom climate by accepting all students
ideas.
8. Provide options for sustaining effort and
persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection

8.1 The goal will be displayed in multiple ways: food,

arts & crafts, worksheets, and Flip Chart activity.
Students will receive scaffolding if needed.
8.3 Students will have turn & talks with their peers
(Planned Beginning), students will complete Activity 1
and 2 as a class, on the carpet and at their desks.
8.4 Students will be given a formal assessment and a
homework assignment.
9.1 Graham Cracker activity (Activity 1).
9.2 Students with behavioral issues will be monitored
throughout the lesson to ensure that they remain on task.
If they act up during the lesson they will be asked to
complete work individually.

How did you integrate technology into the goals,

materials, methods, and assessment for this lesson to
improve students understanding of content?

We integrated technology by creating a Flip Chart to

display on the Promethean Board. The Flip Chart asks
students to split specific shapes into halves or
fourths/quarters. Students will use the Promethean pen
to draw lines in order to split the given shapes
appropriately.

What technology was used? By whom? Why was this

appropriate technology to integrate?

Flip Chart on the Promethean board

Students use and manipulate the activity.
This is appropriate technology to integrate
because it helps students master the overall goal
of the lesson: students will learn the differences

CAST 2011

UDL Guidelines Educator Checklist Version 2

between halves and fourths/quarters, and

identify shapes as being broken into halves and
fourths/quarters.

CAST 2011

UDL Guidelines Educator Checklist Version 2