UDL Guidelines - Educator Checklist I. Provide Multiple Means of Representation 1. Provide options for perception 1.

1 Customize the display of information 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information 2. Provide options for language and symbols Barrier: Only auditory definitions. Students cannot access definitions at any time. Feature: Students have learned about temperature before and live in an area where it varies greatly. Barrier: Only available on paper or smart board. Students cannot access questions on their own. n/a Barrier: Information presented only by numbers and visual. Feature: Information created for this particular class. Barrier: Only auditory source is teacher/students talking Feature: Both handouts and on smart board Your notes

2.1 Define vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Decode text or mathematical notation

2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts nonlinguistically 3. Provide options for comprehension 3.1 Provide or activate background knowledge

Feature: Students are engaged with weather example and drawn in by providing their own

UDL Guidelines - Educator Checklist I. Provide Multiple Means of Representation Your notes examples to the topic. 3.2 Highlight critical features, big ideas, and relationships Feature: Information is broken down into only adding for this lesson. Its guided with an example and scaffolds to having the students create their own final product. Barrier: Although it is supported by the real world example, it lacks repetition of the skill and it is only presented in weather. Also a visual task list should be displayed to reduce confusion. Your notes

3.3 Guide information processing

3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression 4. Provide options for physical action

4.1 Provide varied ways to respond

Feature: Students create their own problems. Barrier: It is only to be written in class. Feature: Students are interacting with a temperature slider on the smartboard. Barrier: Only provide written and on the board instructions and examples.

4.2 Provide varied ways to interact with materials

4.3 Integrate assistive technologies

II. Provide Multiple Means of Action and Expression

Your notes

5. Provide options for expressive skills and fluency Barrier: Students can only communicate through writing.

5.1 Allow choices of media for communication

5.2 Provide appropriate tools for composition and problem solving Barrier: Only show with one method of scaffolding and students cant have it at their desk. Could use red and black chips to signify positive and negative.

5.3 Provide ways to scaffold practice and performance

6. Provide options for executive functions Barrier: I set the goal and dont allow the students to write it anywhere.

6.1 Guide effective goal setting

6.2 Support planning and strategy development Feature: The information only one concept in this lesson in a standard that would require 4 operation skills. Feature: Although this isnt written this is something that I do while walking around asking questions. Your notes

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means of Engagement

III. Provide Multiple Means of Engagement 7. Provide options for recruiting interest 7.1 Increase individual choice and autonomy

Your notes

7.2 Enhance relevance, value and authenticity

Feature: Weather is applicable in all lives so it is a relevant application of the skill. Feature: Classroom atmosphere is open and free of negative criticism.

7.3 Reduce threats and distractions

8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives Feature: There is no limit on the level of difficulty of the problem the students create. Feature: Students are working in groups to create their problems and check one anothers.

8.2 Vary levels of challenge and support

8.3 Foster collaboration and communication

8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Guide personal goal-setting and expectations Barrier: Need to create examples already done for students who question. This will be a point of reference before asking the teacher.

9.2 Scaffold coping skills and strategies

III. Provide Multiple Means of Engagement

9.3 Develop self-assessment and reflection

Your notes