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UDL Guidelines - Educator Checklist http://udlonline.cast.


Please color code and highlight your barriers and features.

UDL Guidelines Educator Checklist I. Provide Multiple Means of Representation 1. Provide options for perception 1.1 Customize the display of information Your notes

1.2 Provide alternatives for auditory information

1.3 Provide alternatives for visual information 2. Provide options for language and symbols 2.1 Dene vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Decode text or mathematical notation 2.4 Promote crosslinguistic understanding 2.5 Illustrate key concepts non-linguistically 3. Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing 3.4 Support memory and transfer

Students have the ability to choose how they would like to display their newly gained vocabulary knowledge. They can choose to use either Wordle, Photovisi, or Popplet. Within each of these types of displays, there is room for individuality. No two Photovisis for example, will look the same because students can choose different backgrounds, fonts, pictures, etc. In Wordle, students can change the color scheme, decide what words they want to be larger and stand out, and which words they want to cluster together. In Popplet, students can customize the display of information by changing the color, changing how they arrange the bubbles, etc. Students are displaying what they know about a particular vocabulary word visually through Wordle, Photovisi, and Popplet. To help with their understanding of a vocabulary word, they are also able to look up pictures of that word via google images, read definitions, and look up signs on our computer software programs and on online sign language dictionaries like ASLpro.com. Because my students dont always have access to auditory information or because that access is limited, they rely on visual feedback much more than their hearing peers.

Students may look up a sign or picture for a vocabulary word and those could be something that they have never seen before. Students could also look up the definition of a vocabulary word and the definition could have words within it that they dont understand. Because ASL has a different grammar than English, some of my students have a very difficult time understanding the syntax of the English Language. Therefore any written directions will need to be written in simple language with visual cues being used as reinforcements. It would be great to find a way to have definitions signed for students and not just word by word translations like you find on ASLpro.com. Students could use a sign language dictionary app for the ipad to look up signed definitions for words. Students are looking up signs for words in order to help discover the meaning of English words. The directions for this task on our classroom website are written in very simple words with pictures to illustrate the step by step process. Students also will have examples of products that have been created for a vocabulary word to refer back to in order to understand what they are supposed to create.

The first thing that students will do after they come across a word that they dont know is to go to our classroom web page and document what they think they know about that word using either a bulleted list or Popplet. Students will use their final products in order to show the big ideas of what various vocabulary words mean. They will portray relationships between that word and other words by including synonyms, antonyms, examples, nonexamples, and/or related words in their final products.

Students will be expected to know and use these vocabulary words after they have created their products. However, posting them on their own page on our classroom vocabulary website will give students a place to go back to if the forget what a word that theyve studied means.

1 of 3 7/11/11 8:06 PM UDL Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

Your notes II. Provide Multiple

Means of Action andExpression 4. Provide options for physical action 4.1 Provide varied ways to respond 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies 5. Provide options for expressive skills and uency 5.1 Allow choices of media for communication

Students may choose to use either Popplet, Wordle, or Photovisi to showcase their understanding of a new vocabulary word. Students can choose to use one of the three tools listed above in order to showcase their understanding of a vocabulary word by providing examples, nonexamples, synonyms, antonyms, definitions, related words, or by using the word in sentences. Students can use sign language dictionaries such as ASLpro.com and the ASL software program that is downloaded onto our school computer. Some of my students cannot read, and we cant use text to speech assistive technology because they are deaf.

5.2 Provide appropriate tools for composition andproblem solving 5.3 Provide ways to scaffold practice andperformance

Students can communicate their knowledge of a vocabulary word via three different types of media: Photovisi, Popplet, and Wordle. All of the ways that I have allowed students to express their knowledge has been through words and pictures. I have not allowed students who are not visual learners an adequate way to express their knowledge. Thus, I would like to add a component where students are able to express their knowledge of a vocabulary word with speech or sign. VoiceThread May be a good way to include this. Students will have many tools available to them in order to help them problem solve what a word means. They can use google images, ASL dictionaries, picture dictionaries, childrens dictionaries, etc. Before this lesson, students will already be familiar with the technology tools that they are using. That way they will not be struggling with learning how to use the technology and effectively display the content at the same time. Students also will have step by step directions that they can follow with simple pictures and words on our classroom vocabulary website. Finally, students will be able to look at an example made by the teacher of a vocabulary project product in addition to viewing the projects that their classmates have produced.

6. Provide options for executive functions 6.1 Guide effective goal setting

I have not taught students how to effectively decide what words they dont know. If the goal of this assignment is for students to improve their vocabulary knowledge of words that they are unfamiliar with, then they need to know how to decide what words they dont understand. This could probably be a whole lesson in itself that is presented before this lesson.

6.2 Support planning and strategy development 6.3 Facilitate managing information and resources I have not taught students how to decide which resources would be most appropriate for them. My fourth grader, for example is going to get the most out of reading about a vocabuary word on the Internet or in a dictionary. He is not going to benefit as much from looking up pictures of his vocabulary words because there arent going to be pictures for all of his vocabulary words. My first and fifth graders are still learning to read so for them, looking up definitions would be very frustrating and difficult. They need to know that looking up signs and pictures would probably be more helpful for them, and I need to scaffold their understanding of where to go in order to figure out what a word means. Students dont really know what is expected of them during this project. They dont have a clear outline of what their final product should look like in order to prove that they understand a particular word.

6.4 Enhance capacity for monitoring progress

L Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

Your notes III. Provide Multiple Means of Engagement 7. Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value and authenticity 7.3 Reduce threats and

Students have the opportunity to choose what words they do not understand and would like to learn more about. Students also have the opportunity to choose what method they would like to use in order to display their new understanding of the word. As the teacher, I will not always be around to tell students what a word means. When they come across a word that they dont know when they are at home or out in the community, they need to know how to determine what that word means. This lesson will give them experience in making sense of what a word really means. For my students who cant read, google images is one source that they can use in order to figure out

distractions 8. Provide options for sustaining effort andpersistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support

what a word means. However, I cannot sensor what images come up on google images. This could be a threat depending upon what word the child decides to look up.

This lesson has been adapted for first, fourth, and fifth grade. The vocabulary that each student chooses will vary based upon their grade level. Also the supports that they use in order to figure out a word will change based upon the students language choice and reading level. For example, my first and fifth grade students will mostly be looking up pictures and signs for words, while my fourth grader will be relying more upon definitions in order to construct his understanding of a word. My students often have a hard time communicating with one another because they speak different languages. They also are not all in the classroom at the same time which makes collaboration difficult. Additionall, they are all at different grade levels, which means that the vocabulary words that each student will be working on will be very different. Students will be collaborating via our classroom vocabulary website. They will each have their own vocabulary page where they can share their initial ideas and new conceptions of various vocabulary words with their peers. This way, we can also see if some of the same vocabulary words are being used across grades, and if they are, we can look at how our understanding of these words might be different at different grade levels or see how these words are being used in various ways. Students need to have a way to give each other feedback. This cant always be done through writing because some of my students are still learning how to read and write. It also cant always be done via face to face interaction because not all of my students speak the same language. However, maybe I could have the students give feedback in the way that is most comfortable to them, and then I could provide a written or signed translation on the website so that other students could see undersand their peers feedback.

8.3 Foster collaboration and communication

8.4 Increase masteryoriented feedback

9. Provide options for self-regulation 9.1 Guide personal goalsetting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop selfassessment and reection

Students need to know what to do when they look up a word and they dont know the words in the dictionary that are describing that word. They also need to know what to do iif they try to look up a picture for that word and there is not picture for that particular word. Students need a checklist of items to self evaluate their progress.