CEP 416-Universal Design for Learning Template

For this assignment, you will focus on the technologies that you picked for last week's activity, and you will
make sure that they comply with UDL principles. Remember that simply using technology in the classroom is
not enough; we want to purposefully think about how technology enhances learning and how we can best plan
it into our activity to achieve intended learning goals.

YOUR NAME: Nia Hall

ACTIVITY GOAL(S): To teach them how to break the gender binarys. Show them that if you’re a girl that likes
basketball, that doesn’t make you any less of a girl. Or if you’re a boy that loves gymnastics, that doesn’t question your
masculinity. I want to teach them that we cannot define who others are supposed to be.

TECHNOLOGIES USED FOR ACTIVITY (please provide a URL link to it if applicable): lap tops, tablets,

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 Example Explain how the technology you picked

Multiple and varied media are used
to present concepts and content
Text, images, graphics, audio,
video, and multimedia
for the activity provides that?
(add URL links, descriptions,
screenshots, etc if necessary)
the kids will be able to look up multiple
images that represent their idea of what they
see the role presented to them is.

Most of them will not have captions and

Materials and media provide visual Captions for videos, text outlines speech outlines to highlight the messages
equivalents for auditory information for lectures, text-to-speech or being presented in the images.
and vice versa as needed digital voice tools for text

You are able to change the language to fit

Options for diverse Hyperlinked multimedia glossary the person using the technology at the time.
linguistic/language abilities are definitions; foreign language
provided in materials and media translations; language modality
translations—ASL/speech

Visual organizers, rubrics, and
checklists are available to help
students to learn, plan, and complete
lessons
There are no visual organizers that are
Using advanced organizers already built into the technology. Which
allow the students to know their next step.

They will be able to compare the pictures

Materials and media are designed to Comparing work over time that they chose over time throughout time,
help students monitor their own during the activity, picking their with their individual files.
progress and promote self-reflection best work, choosing new
personal goals

My technology isn’t as open minded as it

Materials and media provide More structured vs. open-ended could be, it only caters to one specific group
students with varied levels of tasks in the activity, different and level of diversity or difficulty .
challenge and support to address levels of difficulty
diverse abilities and challenges

EVALUATION

Based on your responses, how would you modify your media and materials to address the diverse challenges,
talents, and preferences of your students? (answer one)

 If your technology provides support for UDL principles (e.g., 4 out of 6 principles), what are other
student challenges or preferences that you could anticipate in this activity?

Other challenges or preferences that we could anticipate would be like being able to change the level of
difficulty and font size , etc to fit the personal needs of the students at hand.

 If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would
you modify your media and materials to address the diverse challenges, talents, and preferences of
your students?

I would modify my technology so much because the activity I chose before, I thought it was such a
good idea until I learned the UDL principles. But I would definitely change my technology because, for
one its so normal and expected and two because it doesn’t even support the UDL principles. I would
also change the activity and goals to something that can be tracked in an easier way. For example,
learning Spanish, or new math material, etc.

REFLECTION
(participation points for this week).

Briefly describe your thoughts about the UDL-ization process:

1) How is UDL changing how you view technology for teaching and learning?
UDL has changed my view on technology in so many ways. I knew technology was supposed to
enhance the learning inside of the classroom but I never knew how much thought had to go into the use
of the technology. For example being able to change languages, track progress. or be able to tell them
 what level they should be on the next time visited. It opened my mind on picking different types of
technology.

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

I will allow it help me pick my technology that I want to use in the classroom, at first I was just basing it
off of what contains and how popular it is and not really basing it off of how it actually helps the student
in the learning process. I will use more types of technologies that will affect the learning process as well
as the goal rather than just the goal itself.