CEP 452 UDL CHECKLIST

I. Provide Multiple Means of Representation: Will you implement this UDL feature (Y or N) Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment) Describe how this UDL feature helps you meet a goal (goals) of your lesson

1.

Provide options for perception

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Yes

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Instead of offering one way to display the information, this lesson plan offers multiple means to represent the information. This includes a book, short video, pictures, charts and graphs, and graphic organizers.

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This allows each student to obtain the information in whichever way most benefits them. For example, an audio learner may learn best from the video or book that the teacher is reading aloud, where as a visual learner may best benefit from the graphs and pictures.

1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information 2. Provide options for language, mathematical expressions, and symbols No Yes

There is more than just visual information, there is also audio information, along with class discussion and small group work.

By providing descriptions of the information through class discussion and small group work, students have equal access to information and can work on dissecting the rather dense amount of material as a group rather than doing it alone.

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Yes Teacher will pre teach all of the vocabulary of the life cycle of the butterfly as well as the different dance techniques. This vocab will also be seen throughout the readings, videos, discussions, etc.

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By pre teaching the vocabulary, it gives students some background knowledge before going into the lesson. This prevents them from being introduced to the material in a blind sense. By continuously implementing it throughout the lesson, students use repetition to become familiar with the words, and become familiar with using it in their own context.

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure 2.3 Support decoding of text, mathematical notation, and symbols 2.4 Promote understanding across language

No No No Yes Key concepts are presented in multiple forms. This is through books, pictures, graphic organizers, videos, and ultimately reaching the goal of conveying the key concepts in a dance. Using multiple media helps to engage students of all interests. It keeps the lesson fresh, rather than repetitive and dry. It also introduces, reiterates, and applies the material in multiple ways to allow students to experience key concepts from multiple perspectives.

2.5 Illustrate through multiple media

3.

Provide options for comprehension 3.1 Activate or supply background knowledge

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No

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Yes 3.2 Highlight patterns, critical features, big ideas, and relationships Yes 3.3 Guide information processing, visualization, and manipulation Yes 3.4 Maximize transfer and generalization

A graphic organizer emphasizes the key ideas and relationships of the monarch butterfly. It also provides a relationship between the key idea of the butterfly and the key ideas of dance. This lesson provides multiple entry points to a lesson and optional pathways through content by exploring ideas through dance. Students fill out a graphic organizer to help generalize and transfer their learning to new contexts.

This allows students to distinguish the critical information from the irrelevant information.

This allows students to process the information of the butterfly. It especially assists learners who have diverse abilities when it comes to applying mental strategies effectively. When students use the graphic organizers, it gives them a medium to get all of their thoughts, ideas, and knowledge down on paper, and transfer it to be applicable to the dance part of the lesson.

II. Provide Multiple Means for Action and Expression:

4. Provide options for physical action 4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies 5. Provide options for expression and communication

Will implement this UDL feature? (Y or N)

No No

Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment)

Describe how this UDL feature helps you meet a goal (goals) of your lesson

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Yes

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5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition 5.3 Build fluencies with graduated levels of support for practice and performance 6. Provide options for executive functions 6.1 Guide appropriate goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources Yes No No

Students will read a book, draw a picture, fill out a graphic By presenting the lesson using various medias, it reduces organizer, and create/perform a dance representing the life the barriers among students who each require special cycle of a butterfly. needs. It also gives students the opportunities to excel in the areas they feel most comfortable in, while still allowing them to progress in the areas that they struggle with.

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No Yes Teacher will prompt students to show and explain their work when introducing their dance. Teacher will also provide think aloud when introducing a dance and providing their own example.

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This allows students to observe and create their own strategy when trying to complete a goal.

Students fill out a graphic organizer relating the information Since most students in the given class struggle to recall they learned about the life cycle of the butterfly and how facts, the graphic organizer is essential to help them recall they plan to convey it into a dance. chunks of information.

6.4 Enhance capacity for monitoring progress

No

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest 7.1 Optimize individual choice and autonomy

Will implement this UDL feature (Y or N)

Yes

Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment)

Describe how this UDL feature helps you meet a goal (goals) of your lesson

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Students will create their own dance, use the moves that they feel best represents the life of a butterfly, and use their own discretion when presenting the dance. This allows students to learn, practice, and present the materials in a way that may benefit them, but others may not necessarily agree. Students are able to alter their own learning experience to meet their individual needs.

Yes 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions 8. Provide options for sustaining effort and persistence No

Students create a dance that contains relevance and value This allows students to become interested with the to their own lives (for most students). The dance also information and find a way to make it relevant to their lives allows for active participation, exploration and and/or interests. experimentation.

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Yes Students are constantly reminded of their goals through the This features allows students to remain on task, allows multiple activities throughout the lesson. This includes both reiteration of the material and its purpose. It keeps them on the short term and long term goals and objectives. a single track and keeps their vision in mind throughout the lesson which is essential since this lesson is longer than most.

8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection
CAST 2011 (modified by Cindy Okolo)

No Yes Students will work together to create a dance. They will be provided with/create their own goals, roles, and responsibilities within the group. This allows students to obtain responsibility, allow for flexibility in creating their own learning experience, and allow for support within the group.

No

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No Yes Since there are multiple students with learning disabilities in the class, it is essential for the teacher to provide support. I believe this should be included in any and all lessons. This gives the students a sense of comfort and reassurance. It also can help scaffold and guide them when they are confused and/or frustrated.

No