CEP 416-Universal Design for Learning Template

For this assignment, you will focus on the technologies that you picked for last week's activity, and you will
make sure that they comply with UDL principles. Remember that simply using technology in the classroom is
not enough; we want to purposefully think about how technology enhances learning and how we can best plan
it into our activity to achieve intended learning goals.

YOUR NAME: Carlos Valverde

ACTIVITY GOAL(S): Students will be assigned into groups and will write a group paper on Google Documents
explaining a failed engineering project i.e Challenger Disaster, Chernobyl, Fukishima, Minnesota Bridge Collapse, etc.
Students must identify a historical engineering project and explain the possible design and structural pitfalls of the
project. In addition to identifying to the causes of the structural failures, students must redesign a solution to prevent
similar accidents.

TECHNOLOGIES USED FOR ACTIVITY (please provide a URL link to it if applicable): Google Chrome, Google
Images, Google Drive, Youtube

UDL CHECKLIST
(adapted from CAST UDL curriculum self-check)

Flexible media and materials play an essential role in helping students achieve activity/lesson goals. The
principles below help you consider what could/could not work for all your students with the media and materials
included in your activity.

UDL principle Example Explain how the technology you picked

Multiple and varied media are used
to present concepts and content
Text, images, graphics, audio,
video, and multimedia
for the activity provides that?
(add URL links, descriptions,
screenshots, etc if necessary)
Students are able to research models of
what went wrong on certain engineering
projects. Using published models and
diagrams of engineering projects, students
can then research what structural flaws
occurred.

Materials and media provide visual
equivalents for auditory information
and vice versa as needed
Options for diverse
linguistic/language abilities are
provided in materials and media
Visual organizers, rubrics, and
checklists are available to help
students to learn, plan, and complete
lessons
Materials and media are designed to
help students monitor their own
progress and promote self-reflection
Materials and media provide
students with varied levels of
Captions for videos, text outlines
for lectures, text-to-speech or
digital voice tools for text
Hyperlinked multimedia glossary
definitions; foreign language
translations; language modality
translations—ASL/speech
Using advanced organizers
Comparing work over time
during the activity, picking their
best work, choosing new
personal goals
More structured vs. open-ended
tasks in the activity, different
Students are able to differentiate between
videos and diagrams explaining an
engineering failure. YouTube has many
videos on describing the structural failures
of engineering projects.
https://www.youtube.com/watch?v=74JNl5n-
YdI
N/A
When sharing the Google Document with
the students. The rubric will be provided in
order for students to focus on each specific
point to complete the assignment.
20 point Rubric
2 points- Identify a failed engineering project
2 points- Provide historical and economic
context
12 points – Quality of paper (scientific
concepts, flow, organization, length,
grammar, 5 citation sources, etc)
3 – Redesign model and presentation
1- Participation Feedback by Group
Members
Since this paper is a group assignment,
students can collectively work together on
the Google Assignment. If students are
working from home, they are able to see
which students have contributed to the
paper.
N/A
challenge and support to address levels of difficulty
diverse abilities and challenges

EVALUATION

Based on your responses, how would you modify your media and materials to address the diverse challenges,
talents, and preferences of your students? (answer one)

 If your technology provides support for UDL principles (e.g., 4 out of 6 principles), what are other
student challenges or preferences that you could anticipate in this activity?

A possible challenge that I would anticipate in this project is the access to the Internet outside of school. Some
students may have limited time available to work on a project or may not have Internet access at all. Another
challenge that could arise is complications in the division of work between students. Since this project is a
group activity, some students may not contribute to the completion of the project. I have no control to see
which students typed what onto the assignment. However, I created a post assignment where group members
could rate each other’s participation and cooperation. Lastly, I anticipate possible plagiarism and similarity
amongst group teams. With the Internet readily available, students may not knowingly plagiarize material
found on the Internet to explain their engineering study.

 If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would
you modify your media and materials to address the diverse challenges, talents, and preferences of
your students?

REFLECTION
(participation points for this week).

Briefly describe your thoughts about the UDL-ization process:

1) How is UDL changing how you view technology for teaching and learning?

UDL is changing the way I view technology for teaching by assessing how proficient each student is
with technology. It will be apparent that some students are more proficient that others in the use of
technology in the classroom. In order to assure all students are at the same playing field, I would seek
to instruct the basics of using particular types of technology. If students are proficient in the technology
for the assignment, then the only possible hindrance in completion would be motivation and knowledge.

2) How will you implement UDL in your future classroom?

I plan on using UDL in my future classroom by allowing for student feedback on the integration of technology in
the classroom. My philosophy as a teacher is to allow for constructive criticism from my students to improve
my teaching. If students are able to freely provide feedback on my teaching, I can then design lessons that will
benefit each individual student in my classroom. Teaching and education is not cookie cutter. Each and every
student deserves individualized instruction.