UDL Guidelines – Educator 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, mathematical notation, and
symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas, and
relationships
3.3 Guide information processing, visualization, and manipulation
3.4 Maximize transfer and generalization
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
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and composition
5.3 Build fluencies with graduated levels of support for practice
and performance
6. Provide options for executive functions
6.1 Guide appropriate goal setting
Your notes
Lesson depends on PowerPoint and Google Docs. The
students have access to the documents. This gives them
the ability to change the size, font, and color.
One of the tasks requires the students to listen to a story
read in Latin. This limits the alternative, as the students are
practicing their auditory skills. However, later in the lesson,
the students will see the transcript.
N/A - pictures are not included in this lesson in the
slideshow or Google Doc. There are a few pictures in the
Quizizz game, but alt text is not provided.
Vocabulary is reviewed prior to the lesson. The story uses
Ecce Romani Chapter 5 vocabulary, which has been
reviewed by the students before completing the lesson.
N/A
N/A
Primary language used in the lesson is Latin (the story and
comprehension questions are in Latin). The teacher will
explain the tasks in English.
N/A - the lesson focuses on auditory and reading skills.
Images are not a large part of the lesson.
Students have already learned about the grammar rules for
infinitives. Prior to the auditory activity, the students will
have a chance to activate prior knowledge on infinitives.
Prior to this lesson, the students have learned the patterns
of Latin infinitives and verbs. The highlighting of the verb
patterns is brief and scattered throughout the lesson.
Clear prompts are given during the lesson for each step.
The lesson is chunked into smaller sections (listening to the
reading and recording thoughts then transitions to reading
the transcript and recording thoughts). The information is
“progressively released.” The students learn more and
more information about the story gradually.
Currently, the lesson plan has the students recording their
thoughts on a blank sheet of paper or a Google Doc. This
checklist item could be better enforced. I could create a
template to help the students organize their thoughts on the
story as they listen/read.
Your notes
Students can choose between handwriting notes and filling
in a Google Doc.
If I were to use Pear Deck, it has an Immersive Reader
Feature.
The auditory activity is needed for the lesson. However, the
students will see the transcript later in the lesson. Students
are going to respond in a Google Doc or handwritten notes.
I could implement a Pear Deck for the assignment to be
more interactive and it would give the students a chance to
type or draw as a response.
N/A
Feedback can be given through a shared Google Doc on
comments in a Pear Deck.
Lesson goals are posted in Canvas and on the first slide of
slideshow (in virtual schooling, there isn’t a whiteboard to

6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
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
© CAST 2011
display the objectives).
The slideshow has slides that give students directions as
they work to reach their goal. In a face-to-face setting, the
students would have a chance to “stop and think” or to turn
to a neighbor to share their findings.
N/A - a Pear Deck would help my lesson better meet this
checklist item.
Slideshow provides check in questions. At the end of a
Pear Deck, there is a chance to add a slide for students’
reflections and questions. This would help meet the items of
this checklist.
Your notes
N/A - as presented, the lesson does not offer much choice
or autonomy for the students as they complete the tasks.
When answering the questions, the students have the
chance to decide how much they want to write when
detailing their understanding of the text. Some students
recorded the Latin (transcribed), while others listed short
English phrases, while others wrote out in full English
sentences what they thought was occurring in the passage.
An auditory activity can pique the interest of some students
looking for a challenge. It can also discourage students who
feel like they can’t understand all the words being read
aloud.
In previous years with this lesson, I remind the students that
I am not looking for word for word recordings. Instead, I am
looking to see their understanding of a text through a newer
skill (listening) in Latin. Starting off with students sharing
words they heard (instead of complete sentences)
encourages more participation in the beginning. Then
students build confidence to share events of the story.
Goals of the lesson are displayed in the powerpoint and in
the Canvas module.
When answering the questions, the students have the
chance to decide how much they want to write when
detailing their understanding of the text. Some students
recorded the Latin (transcribed), while others listed short
English phrases, while others wrote out in full English
sentences what they thought was occurring in the passage.
In the face-to-face classroom, students would turn to a
partner to share their findings for this lesson. In the virtual
environment, I could implement Breakout Rooms for
students to share.
In the current lesson, feedback is given through the
students’ participation in the discussion and what I can see
as I monitor the students writing. Originally, I did not collect
their notes on the passage..
N/A - the lesson could use more of this
N/A
N/A - a template would be useful or a closing slide in a Pear
Deck could help the students reflect/self-assess