Rubric for Teacher Implementation of UDL (Providing Multiple Means

of Representation)
Highlight the UDL elements Provide Evidence from the Video Provide Suggestions for Improvement
Observed in the Lesson
Uses Multiple Students were able to look at student’s The teacher could have used a visual
Means of 1.1 Offer ways of customizing the answers on the wall to see the other representation of the problem to increase
Representation display of information representations of the problem. She understand among all students with a role play or
1: Provide options 1.2 Offer alternatives for auditory referenced the work using special terms as other visual aid.
for perception information
 well as colors.
1.3 Offer alternatives for visual
information

Uses Multiple 2.1 Clarify vocabulary and symbols The teacher walked around the room Key terms and variables in the problem could be
Means of 2.2 Clarify syntax and structure breaking down the problem for students in clarified, or even written on the board for students
Representation 2.3 Support decoding of text, different terms for students to understand. to have access to. She could also listen more
2: Provide options mathematical notation, and symbols carefully to students’ questions instead of making
for language, 2.4 Promote understanding across assumptions and encourage students in
mathematical languages 2.5 Illustrate through communication skills.
expressions, and multiple media
symbols

Uses Multiple 3.1 Activate or supply background Using a reference to a popular app built upon The teacher could quote other times in life when
Means of knowledge students’ background information, helping this equation could be applicable to increase
Representation 3.2. Highlight patterns, critical features, them to visualize and see the need for the understanding and application of this function.
3: Provide options big ideas, and relationships math problem.
for comprehension 3.3 Guide information processing,
visualization, and manipulation
3.4 Maximize transfer and
generalization

Rubric for Teacher Implementation of UDL Page 1

 Rubric for Teacher Implementation of UDL (Providing Multiple Means
of Action and Expression)
Circle the elements observed in the Evidence from the Video Suggestions for Improvement
lesson
Uses Multiple Students were allowed to prove their answer There could be more options for the visual
Means of Action 4.1 Vary the methods for response and using whatever method they feel most representation of the problem, besides the big
and Expression navigation
 comfortable with. This could be graphs, paper.
4: Provide options 4.2 Optimize access to tools and charts, etc. The gallery walk also got students
for physical action assistive technologies moving. The teacher also had students utilize
the whole classroom, including the walls,
with their big papers and colorful markers.

Uses Multiple 5.1 Use multiple media for Worksheets, as well as big white papers with Some students struggled to finish the assignment,
Means of Action communication
 colorful markers help students to be so maybe more time should be given or less time-
and Expression 5.2 Use multiple tools for construction interested and involved. They could choose consuming activities.
5: Provide options and composition different assignment roles depending of the
for expression and 5.3 Build fluencies with graduated student’s abilities. The assignment allowed
communication levels of support for practice and students to get moving and release some
performance energy.

Uses Multiple 6.1 Guide appropriate goal-setting The teacher encouraged students to think While a goal to solve the problem was made clear,
Means of Action 6.2 Support planning and strategy about the problem on deeper levels as she it may be helpful to make a goal involving the
and Expression development asked questions walking around the room. standards made clear, so students understand the
6: Provide options 6.3 Facilitate managing information Journals were also used to encourage deeper purpose of the activities.
for executive and resources level thinking but in a personal and
functions 6.4 Enhance capacity for monitoring individualized way with little instruction.
progress

Rubric for Teacher Implementation of UDL (Providing Multiple Means

of Engagement)
Rubric for Teacher Implementation of UDL Page 2
 Circle the elements observed in the Evidence from the Video Suggestions for Improvement
lesson
Uses Multiple By allowing students to identify how they There could be multiple problems of a variety of
Means of 7.1 Optimize individual choice and want to prove the math equation, they were difficulties instead of just the one so students
Representation autonomy given individual choice. could find the right one to challenge themselves.
7: Provide options 7.2 Optimize relevance, value, and
for recruiting authenticity
interest 7.3 Minimize threats and distractions

Uses Multiple 8.1 Heighten salience of goals and Allowing students to work and discuss as There could be more variety in the assignment for
Means of objectives groups fostered collaboration. She students at different levels, besides just different
Representation 8.2 Vary demands and resources to encourages them to divide assignments up to tasks in the group.
8: Provide options optimize challenge encourage teamwork.
for sustaining 8.3 Foster collaboration and
effort and community

persistence 8.4 Increase mastery-oriented
feedback

Uses Multiple 9.1 Promote expectations and beliefs This teacher encouraged self-assessment and More encouragement and help could be given
Means of that optimize motivation skill growth by asking thought provoking instead of making students stop when they aren’t
Representation 9.2 Facilitate personal coping skills and questions about the students’ methods, done. They kind of looked like they weren’t quite
9: Provide options strategies encouraging them to find easier ways to understanding the problem all the way.
for self-regulation 9.3 Develop self-assessment and preform the math problem.
reflection

Rubric for Teacher Implementation of UDL Page 3