UDL Lesson Reflection

1. Which UDL checkpoints did you incorporate into your lesson?

The checkpoints I incorporate in my lesson are the engagement views (by allowing
students to become interested in the topic by involving their personal life, as well as
incorporating real life scenarios. Representation is implied because of the rotation’s
inclusion of real-life problems/scenarios.
In what ways has the lesson been improved with the inclusion of these checkpoints?
The lesson has been improved because of the choice of activities for students. With
students being allowed to choose what to practice during math rotations, students are
more likely to engage in material they want to learn, versus material they are forced into
learning.
2. How have you addressed learner variability?
I have addressed learner variability by giving leaners choices and different formats to
learn and understand content. For example, by allowing students to choose the
questions they solve and the program they practice, this allows students to practice their
skills in which they think they struggle with, not adults telling them what to practice)
which encourages their motivation to learn versus what someone else wants them to
learn.
3. How will you use the UDL guidelines in future?
I will use the guidelines in the future by addressing the programs personalization. I
believe that allowing students to choose their content and learning programs that they
will be more motivated and encouraged to learn versus what others think they should be
learning.