UDL Assignment

Briefly describe the lesson (or even include a portion of the lesson) and explain why you
have selected it for this assignment. (3pts)

As final exams grow near, the lesson plans for the week before usually center around review
activities. Due to the lack of planning time teachers often experience during this rushed time
of year, these “lessons” typically involve tedious classwork assignments, like requiring
students to complete lengthy study guides. While I try to incorporate fun activities, such as a
Kahoot! game, at the end of each class period, I do not feel students are truly engaged or
motivated during this time. Of course, they are fatigued by the end of the year, from state
testing and thoughts of the impending summer. Yet, their performance on the final exam is
important. It’s during this time when teachers should get students involved and interested in
finishing the year successfully.

Use the UDL Educator's Guidelines for the specific checkpoints and highlight the
specific ways the lesson currently supports UDL principles. Then, highlight the lesson's
shortcomings related to the UDL principles. (4pts)

Currently Supports UDL: Shortcomings/Improvements (Following UDL)

Truthfully, my current final review
guide for World History lacks many
UDL principles. Unlike my other
review material, during this time of
year, I never get around to improving
it… until now!
Engagement:
Engagement is the “WHY” of learning. Review materials
do not have to be boring. I’ve had students create mock
tests, review games, and presentations in the past to review
for the Government High School Assessment (HSA). For
the final review, I need to redesign my current lesson and
add the engagement piece to gain student attention.

Recruiting interest (7): Provide students with choice and

encourage autonomy. Give students a reason to participate.
Generally, for this assignment, I need to convince them
they need to do well on this exam.

My students react strongly to video clips and political

cartoons and I can use these resources to generate interest. I
can also lead an activity in which my students attempt to
summarize World History in five bullet points. The
challenge would excite them.

Sustaining Effort and Persistence (8):

Similarly, I will encourage effort and persistency through
internal and external goals. The former can be done
through a discussion when introducing the activity or
afterwards.

I will provide extrinsic motivation, as well. After the final,

perhaps watching a historic film will persuade students to
push through this difficult time and put forth effort.

Self-Regulation (9):
I have been working with my students to improve their
self-regulation. In the interest of final exam review, I can
encourage them to create goals for themselves centered
around studying.
Representation:
Representation is the “WHAT” of learning. In general,
offering students multiple means of representations
encourages their creativity, while also drawing from their
content knowledge.

Perception(1):
With this assignment, I will offer students multiple options
for presenting the review material. Right now, it’s a boring
study guide. They could transfer it into a digital or
traditional presentation (i.e.: a PowerPoint, VoiceThread,
poster, brochure, essay). While some options pose certain
challenges, as long as students are aware of them, they
would enjoy these options and be more likely to become
engaged while developing their project.

Language & Symbols(2):

Because the information involves the same language and
symbols we have studied all year, this aspect should not be
a major challenge for students. Given this new opportunity,
I would retype the questions and topics on the study guide
to be very clear and concise, contributing to every student’s
understanding of the requirements.

Comprehension (3):
When I rewrite the directions, I would also scaffold some
of the questions that I know are more challenging. I would
also provide background information and include examples
to increase comprehension of the task and the
requirements.

Action & Expression:

Action and expression are the “HOW” of learning.
Generally, this is when teachers and students utilize the
tools at their disposal to physically create their design.

Physical Action (4)

Most the course materials are accessible through
Schoology, the school system’s learning management
system. They have easy access to these tools and others
through BCPS’ subscribed software. Students may also
choose the method of response, like bulleted notes or short
answers, especially because this is a review activity, there
are fewer constraints.
 Expression & Communication (5)
Students were exposed to multiple means of media and
technology throughout this course. Now they must utilize
these resources, as they are required to incorporate a
variety of media, such as images and video, to transform
their projects.

Executive Functions (6):

Before students begin their review projects, they must
create personal goals and plan their presentation. I will
monitor and provide support to insure they are managing
information and resources effectively. In addition, I will
also assess their progress through informal check-ins.

Consider... what is the outcome you want for this lesson in regards to improved
representation, action and expression and/or engagement?

Ideally, the outcome for this lesson is a transformed review session. Before the lessons
revolved around a boring, unengaging study guide. Following this new plan, students will be
engaged and the representation, action, and expression components will also be radically
improved.

Using the UDL Educator’s checklist, consider... the 2 or 3 specific checkpoints (e.g. 2.1
Clarify vocabulary and symbols, 3.1 Activate or supply background knowledge, 4.1
Vary the methods for response and navigation) where you can integrate technology
more thoughtfully?
Technology has been integrated throughout the year. This week of review will be altered to
encourage and require students to utilize the tools and technology at their disposal.
Specifically, the background information is made readily available on Schoology. In
addition, their responses should be conveyed using media and they are encouraged to utilize
the digital tools at their disposal.

Describe the technologies you would use to support these checkpoints? For example,
videos are often used, however, have you considered virtual reality as a way to
"illustrate through multimedia" (checkpoint 2.5)? By clicking on the checkpoints
themselves, you should be introduced to a variety of supportive technologies. You may
also wish to look on this site for new ideas: https://udltechtoolkit.wikispaces.com/Home
(8pts)

The week before finals is rushed, students shouldn’t waste any time due to confusion. I
would post a discussion thread on Schoology. Students’ posts would provide feedback. I
could also utilize Nearpod or Poll Everywhere to collect more data. Utilizing this
information, I can analyze student understanding of the material and the project’s
instructions. This is when I can step in and add scaffolds to enhance understanding and
comprehension. Lastly, I would encourage students to utilize Schoology’s messaging system
when they’re not in school and require assistance.

Explain what you/your students would do with this technology in order to promote a
learning environment that better meets your students' needs. Include links/photos of
the technology, as well as any other resources or tools you would use. (5pts)

In the past, I have utilized Schoology to house digital tools and materials for students and to
transform my lessons into more engaging learning environments that meet students’ needs
Specifically, the folder for the World War II unit contains each lesson’s resources. On day
three, students were required to respond to a create a discussion thread and verbally answer a
question related to an overarching theme on VoiceThread. See images below for a visual
representation. Relating to this project, students would utilize past materials and resources
and incorporate digital tools to prove they understand major topics within World History.
Nearpod is one of my favorite digital tools but, unfortunately, students are not able to create
presentations without an account. BCPS does not authorize students to create them using
personal information. But, of course, teachers may design their own and present it to
students. Here is a Nearpod I created for the Russian Revolution:
https://share.nearpod.com/epgjXxhnvW.