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 !ultiple !eans of Representation"
$ Provide options for perception perc eption $$ &ffer ways of customi'ing the display of information
#our notes •
an ActivInspire Flipchart. •
he students will ha!e a strong !erb or wea" !erb card gi!en to them.
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he students will !iew a !ideo on strong !erbs and wea" !erbs.
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he teacher will explicitly explain the acti!ity and examples of strong !erbs and wea" !erbs to the students.
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he students will ha!e an opportunity to wor" together and discuss examples of strong !erbs and wea" !erbs.
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he teacher will act out the !erb for the class. #Ex. Wal" or $ump%
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he teacher will go o!er !erbs on the word wall.
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he teacher will show and explain the strong !erb symbols using the hamburger toppings. he teacher will show the toppings on the (lipchart.
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Each group of students will create their own sentence using a strong !erb and draw a representation of their strong !erb using the (lipchart or Paint to share with the rest of the
$% &ffer alternati!es for auditory information
$& &ffer alternati!es for !isual information
% Provide options for lan'ua'e( )athe)atical e*pressions( and s+),ols %$ )larify !ocabulary and symbols %% )larify syntax and structure %& *upport decoding of text+ and mathematical notation+ and symbols %- ,romote understanding across language
class.
%. -llustrate through multiple media & Provide options for co)prehensi co)p rehension on
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he students will ha!e an opportunity to acti!ate bac"ground "nowledge of what a !erb is.
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he teacher will show the relationship between sentence structure and dictation.
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he teacher will scaffold the students through all of the acti!ities throughout the entire lesson.
&$ cti!ate or supply bac"ground "nowledge &% Highlight patterns+ critical features+ big ideas+ and relationships && /uide information processing+ !isuali'ation+ and manipulation
We will display the information and activities on
&- 0aximi'e transfer and generali'ation II Provide !ultiple !eans for /ction and E*pression" 4.
Provide options o ptions for ph+sica ph+sicall action acti on
#our notes •
he students will ha!e an opportunity to get out of their seat and find their match. # person with their strong !erb or wea" !erb.%
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he students will draw their ill ustrations on the Doodle 1uddy pp.
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he students will use cti! 2otes to !ote on whether the example !erb !erb is a strong !erb or a wea" !erb.
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he students will draw their ill ustrations on the Doodle 1uddy pp.
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*tudents will be gi!en the opportunity to share their illustrations on the ,romethean 1oard.
-$ 2ary the methods for response and na!igation -% &ptimi'e access to tools and assisti!e technologies 5.
Provide options for e*pression and co))unication .$ Use multiple media for communication .% Use multiple tools for construction and composition .& 1uild fluencies with graduated labels of support for practice and performance
opt options ionsGuidelines for e*ecutive e*e cutive f unctionsC hecklist Version functions UDL – Educator he2teacher will "eep trac" of the answers that • the students gi!e using the cti! 2ote de!ices.
