REFLECTION:

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

1. Engagement- Students are allowed to almost engage themselves in the lesson by
activating prior knowledge they have on the topic. The “solve and share” activity
engages them by communicating with other students in the class and questions them to
think about what they already know about subtraction.
2. Representation- Students are allowed to pick a certain 4 questions on the formative
assessment that they would like to use to prove they understand the concept. Questions
will be formatted differently so that students have choice in which they answer.
3. Expression- Students can use whichever strategies and methods they would ilke to in
the tiered task assessment to express how they know how to solve the multiplication
problems. As long as they come to a correct answer, their depiction and “work” can be
expressed however they choose.
4. Engagement- Students are further engaged by the use of the Pearson software. This
software makes sure students have answers correct before moving them on and allows
me to assign “reteach” videos and examples to students who need it.

b. In what ways has the lesson been improved with the inclusion of these checkpoints?
1. Without these checkpoints, I would not have taken into consideration the learning
differences amongst all 27 of my students. Assigning one worksheet or one activity to all
students throughout the whole lesson would not have addressed the fact that all
students are not engaged and well- represented in the same way.

c. How have you addressed learner variability?

Learner variability has been addressed in the level of independent practice I give
students (whether they are given independent practice or are in a reteach group), the
kinds of assessment choice they have, they types of activities assigned to them on their
devices for technology time, and in their method of expression/explanation for their
tiered task assessment.

d. How will you use the UDL guidelines in future?

In the future I will continues to use the UDL guidelines by thinking about how they can
fit throughout the center part of my lessons. I think I usually do a good job of making
sure students are allowed to express themselves in different forms during assessments,
but that it is also important to recognize these learner differences throughout the
main parts of lessons.