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CAST 2011 UDL Guidelines Educator Checklist Version 2

Project Reflection Sheet for UDL Educators Checklist

How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
Resave the file as Group # UDL checklist
I. Provide Multiple Means of Representation: Your notes
1. Provide options for perception 1.2 Have an auditory version on the poem Vulture View
available for the students.

1.3 Use a visual power point presentation for students to
gain prior knowledge on Vultures.
1.1 Offer ways of customizing the display of
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 and 2.4 Create a flipchart of the given vocabulary words
which will include pictures for visual learning.

2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical
notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension 3.2 Use the elmo to show the graphic organizer and as a class
we will highlight the lesson objective/ big idea.

3.3 and 3.4 Students will complete a graphic organizer to
represent and give visual examples of each of the sensory
vocabulary words from the poem.
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas, and
3.3 Guide information processing, visualization, and
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical action 4.1 Students can act out the sensory words during
reading the poem. Also will act out these sensory words
when completing Vulture experiment.
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
5. Provide options for expression and communication 5.3 Create an anchor chart which can be displayed in the
room as a reference for sensory words.
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
5.3 Build fluencies with graduated labels of support
for practice and performance
6. Provide options for executive functions 6.1 After discussing the objective for the day, the
teacher can provide a focus question that at the end of
the lesson the students will be able to answer in their
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
CAST 2011 UDL Guidelines Educator Checklist Version 2

III. Provide Multiple Means for Engagement: Your notes
7. Provide options for recruiting interest 7.1 and 7.2 In consideration of age level characteristics and
their reading level, the small groups will each be assigned a
teacher to work with. This will insure more one on one time
and support from teachers.
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 Write the objectives on the board and reference the
objective throughout the lesson.

8.3 The students are placed in groups by mixed ability except
one group that needs more support.
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation 9.1 The teacher will complete a graphic organizer on the
elmo, then students will complete a graphic organizer along
with the teacher, last students will complete graphic
organizer in small groups.
9.1 Promote expectations and beliefs that optimize
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
How did you integrate technology into the goals, materials,
methods, and assessment for this lesson to improve students
understanding of content?
We integrated technology through the use of a flipchart of
the given vocabulary words which will include pictures for
visual learning. We are also going to use the elmo to show
the graphic organizer for those students that are visual
learners. We will also have access to the computer to pull
visuals to represent examples of sensory words.
What technology was used? By whom? Why was this
appropriate technology to integrate?
Elmo- Teacher and Student
Computer- Teacher
Flipchart- Teacher and Student