UDL Guidelines - Educator Checklist http://udlonline.cast.

org/guidelines

Please color code and highlight your barriers and features.

UDL Guidelines Educator Checklist I. Provide Multiple Means of Representation 1. Provide options for perception 1.1 Customize the display of information 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information 2. Provide options for language and symbols 2.1 Dene vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Decode text or mathematical notation 2.4 Promote crosslinguistic understanding 2.5 Illustrate key concepts non-linguistically 3. Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing 3.4 Support memory and transfer Your notes

Students have flexibility when creating their Popple. How they want to arrange it/different colors/texts/etc. As a class we generated the questions out loud together, but I also created a Popple to allow a visiual representation of the questions. Students will be able to include images/videos in Prezi along with text. Not really any 3D representation or touch equivalents

Vocabulary will most likely be new for students, as the assignment is inquiry driven and they have not been taught the information previously

Introduction personal story/fact of the day to initiate prior knowledge. Will see through the questions students ask what knowledge they have about body systems. General system questions should be geared more towards the big picture/commonality between all the body systems. Identify similar characteristics/how they work together. If groups appear to be struggling with generating system-specific questions I can offer some guidance/keys areas to research.

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II. Provide Multiple Means of Action andExpression 4. Provide options for physical action 4.1 Provide varied ways to respond 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies 5. Provide options for expressive skills and uency 5.1 Allow choices of media for communication 5.2 Provide appropriate Your notes

Students mainly are verbally voicing their questions about body systems then creating a Popple after generating the questions. May need to look into AT tools when students are doing research on the computers if any students need further assitance.

Students are directed to use Popple for their concept maps. Allowed the freedom of design of their Popple (lay-out/color/size/etc.)

tools for composition andproblem solving 5.3 Provide ways to scaffold practice andperformance 6. Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress

I will show students how to make a Popple first, then the students will work in groups to create their own for their body system.

Students will be given a timeline for the project so they know what needs to be accomplished each day. I will set clear guidelines each day. Get to work in groups to complete goals. Students are encouraged to make sure they understand what they are researching. They cannot just copy and paste text. They are responsible for teaching their peers about their body system.

I can checklist is on my website for students to reference during the duration of this project. May need to provide a hard copy as well for students to have easy access/quick reference to.

L Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

Your notes III. Provide Multiple Means of Engagement 7. Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value and authenticity 7.3 Reduce threats and distractions 8. Provide options for sustaining effort andpersistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication 8.4 Increase masteryoriented feedback 9. Provide options for self-regulation 9.1 Guide personal goalsetting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop selfassessment and reection

Students are choosing what information they want to research. They are the driving forces behind this project. Very active learning in this process. Students generate the questions, they conduct the research, and then make a presentation on their findings. Will need to monitor groups and make sure all students are engaged/not distracted by an outside source.

Students dont really share their questions/goals for research at the end of the introductory lesson. Differentiation of responsibility and tasks can be developed through the course of the project if needed. Different group members can be responsible for different parts of the project. Group setting allows students to work with one another to accomplish the goal. Burden does not fall all on one person. I am collecting the Popples at the end of the hour and will be reviewing the Popples/offering guidance and feedback to each group the following day.

Students can always reference the I can page throughout this assignment to monitor their progress. I should make it a point to check in with each student individually to see how they are feeling are the project and their contributions.