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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 5 UDL checklist’

Your notes

Students will be able to explain the five

stages of a frog and be comfortable with

the frog life cycle process.

1.1

1.2

1.3

2.1

2.2

2.3

2.4

2.5

3.1

3.2

3.3

3.4

4.1

questions.

4.2

the life c

Students will be interacting with the Activ- Inspire Promethean board, creating a more

visually appealing lesson. They will also be provided with a video explaining the life cycle and printouts displayed on the ELMO projector.

A video will be played to the class explaining the topic that students can follow along with.

Students will be provided with handouts and other hands on materials to help them visualize the process.

We are going to introduce new vocabulary to

the students. The teacher will make a list with the

students of what they think the words mean and

then go over the exact meanings.

While teaching the lesson, the teacher will

make sure the words and sentences the students

are writing are clear.

In order to make sure the students are

familiar with all of the words/symbols, the

teacher will go over and discuss any ambiguities.

There will be an activity in which the teacher

asks the students what they know, before she

explains the topic and vocabulary.

Students will be presented on the board, will

get a print out, and will watch a video. There will be many ways for the students to understand the

information; depending on what ways they learn best.

Talk about things that frogs do, eat, where

they live. Offer background knowledge about

frogs so that the students are interested.

Each time the teacher talks about the frog

changing stages, that step will be emphasized.

The students will have cut outs that they will hold

up when the teacher moves on to another stage. This will help them grasp those key moments.

The lesson will start with a “pre conversation”

about what students know, and then provide

some information with visuals.

There will be checkpoints in which the

teacher is making sure the students understand the information. The teacher will ask the students questions to make sure they grasp the concepts.

Your notes

Students will be able to use their cut outs to

hold up when answering questions. They will also

be able to use the board to actively answer

Project Reflection Sheet for UDL Educators Checklist How did you use technology to implement the 9Provide Multiple Means of Representation: 1. Provide options for perception 1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information visually appealing lesson. They will also be provided with a video explaining the life cycle and printouts displayed on the ELMO projector. A video will be played to the class explaining the topic that students can follow along with. Students will be provided with handouts and other hands on materials to help them visualize the process. We are going to introduce new vocabulary to 1.3 Offer alternatives for visual information 2. Provide options for language, mathematical expressions, and symbols the students. The teacher will make a list with the students of what they think the words mean and then go over the exact meanings. While teaching the lesson, the teacher will make sure the words and sentences the students are writing are clear. In order to make sure the students are familiar with all of the words/symbols, the teacher will go over and discuss any ambiguities. There will be an activity in which the teacher asks the students what they know, before she explains the topic and vocabulary. Students will be presented on the board, will get a print out, and will watch a video. There will be many ways for the students to understand the information; depending on what ways they learn best. Talk about things that frogs do, eat, where they live. Offer background knowledge about frogs so that the students are interested. Each time the teacher talks about the frog changing stages, that step will be emphasized. The students will have cut outs that they will hold up when the teacher moves on to another stage. This will help them grasp those key moments. The lesson will start with a “pre conversation” about what students know, and then provide some information with visuals. There will be checkpoints in which the teacher is making sure the students understand the information. The teacher will ask the students questions to make sure they grasp the concepts. Your notes Students will be able to use their cut outs to hold up when answering questions. They will also be able to use the board to actively answer 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 3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization II. Provide Multiple Means for Action and Expression: 4. Provide options for physical action 4.1 Vary the methods for response and navigation © CAST 2011 UDL Guidelines Educator Checkli st Version 2 4.2 Optimize access to tools and assistive technolo ies Students will have access to a video about cle rintouts and the Promethean " id="pdf-obj-0-166" src="pdf-obj-0-166.jpg">

II.

© CAST 2011

Project Reflection Sheet for UDL Educators Checklist How did you use technology to implement the 9Provide Multiple Means of Representation: 1. Provide options for perception 1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information visually appealing lesson. They will also be provided with a video explaining the life cycle and printouts displayed on the ELMO projector. A video will be played to the class explaining the topic that students can follow along with. Students will be provided with handouts and other hands on materials to help them visualize the process. We are going to introduce new vocabulary to 1.3 Offer alternatives for visual information 2. Provide options for language, mathematical expressions, and symbols the students. The teacher will make a list with the students of what they think the words mean and then go over the exact meanings. While teaching the lesson, the teacher will make sure the words and sentences the students are writing are clear. In order to make sure the students are familiar with all of the words/symbols, the teacher will go over and discuss any ambiguities. There will be an activity in which the teacher asks the students what they know, before she explains the topic and vocabulary. Students will be presented on the board, will get a print out, and will watch a video. There will be many ways for the students to understand the information; depending on what ways they learn best. Talk about things that frogs do, eat, where they live. Offer background knowledge about frogs so that the students are interested. Each time the teacher talks about the frog changing stages, that step will be emphasized. The students will have cut outs that they will hold up when the teacher moves on to another stage. This will help them grasp those key moments. The lesson will start with a “pre conversation” about what students know, and then provide some information with visuals. There will be checkpoints in which the teacher is making sure the students understand the information. The teacher will ask the students questions to make sure they grasp the concepts. Your notes Students will be able to use their cut outs to hold up when answering questions. They will also be able to use the board to actively answer 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 3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization II. Provide Multiple Means for Action and Expression: 4. Provide options for physical action 4.1 Vary the methods for response and navigation © CAST 2011 UDL Guidelines Educator Checkli st Version 2 4.2 Optimize access to tools and assistive technolo ies Students will have access to a video about cle rintouts and the Promethean " id="pdf-obj-0-230" src="pdf-obj-0-230.jpg">

Students will have access to a video about

cle

rintouts and the Promethean