UDL Toolkit

Madison Rumjan
ED 4702
Engagement
Engagement: Jigsaw
Students alternate between mixed Jigsaw groups and Expert groups

Students work independently, promotes autonomy

Expert groups allow weaker students to catch up

Collaboration is fostered as students teach peers

Best used in larger classrooms

Content must be able to be broken into sections

In This Video:
How to set up activity

Jigsaw I

Jigsaw II- Variation

Troubleshooting
UDL Checkpoints
7.1 optimize individual choice and autonomy
Each student becomes an expert in a content area.
Students can share information in their preferred style
8.3 foster collaboration and community
Students are given the opportunity to teach and learn from classmates
Representation
Representation: AudioBooks
Audible recordings of fiction, non fiction, and textbooks

Listen and listen again to information and passages

Audiobooks support all readers- hearing a story narrated is an exciting experience

while also supporting literacy

Audiobooks are available from most devices and provide access to books that may
not be available in the classroom
In This Video:
Multi sensory learning

Recorded by a volunteer reader

Can be used by individuals or groups

Reinforces content

Autonomy for students with print disabilities

UDL Checkpoints
Checkpoint 1.2- Offer options for auditory information.
Students can hear the information from teachers, peers, or through audiobooks
Checkpoint 2.1- Clarify vocabulary and symbols.
Exposes students to new words in the context of the text
Checkpoint 2.2- Clarify syntax and structure.
AudioBooks model fluent reading at proper pace, emphasis, and word
pronunciation.
Action and
Expression
Action and Expression: U Shaped
Discussions
Students arrange themselves in a U based on how much they agree or disagree with
a statement.

Sharing of opinions and reasons why they feel the way they do

As information is presented students can move along the U with their new opinions

Formative assessment to check understanding of concepts

Does not require materials or technology

In This Video
Nurtures open mindedness

Range of possible responses

Students can see each other in the U

Community discussion

Compare positions, they can trade places

Not competitive like debates

UDL Checkpoints
Checkpoint 4.1 various methods for response and navigation.
Synthesize learning by experiencing other students’ thoughts on the material, discussions
can challenge preconceptions in a collaborative manner which differs from typical read and
write responses
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance.
These discussions can be used across subjects and as a quick means to practice critical
thinking, expression of ideas, and collaboration with levelled options for the activity like
creating a continuum or simply “I agree” or “disagree.”
References
10 Ways to Boost Literacy Using Audiobooks in the Classroom. (2017). Retrieved November 06, 2020, from
https://www.weareteachers.com/want-to-support-student-readers-have-them-listen-in/

Cast. (2018, January 12). Retrieved October 19, 2020, from http://udlguidelines.cast.org/engagement

Hänze, M., Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An
experimental study comparing cooperative learning and direct instruction in 12th grade physics classes.
Learning and Instruction, 17(1), 29-41. doi:10.1016/j.learninstruc.2006.11.004

Gonzalez, J. (2018, September 02). 4 Things You Don't Know About the Jigsaw Method. Retrieved October 19,
2020, from https://www.cultofpedagogy.com/jigsaw-teaching-strategy/

Sharma, S. (2020). 18 Pros and Cons of Audiobooks to Help You Decide! Retrieved November 06, 2020, from
https://gladreaders.com/pros-and-cons-of-audiobooks/

Tharrington, K. (2016). How to Supercharge 5 Traditional Teaching Strategies with UDL. Retrieved November
26, 2020, from
https://blog.brookespublishing.com/how-to-supercharge-5-traditional-teaching-strategies-with-udl/