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

org/guidelines Annie Blaauw Lesson Plan: (re)Creation of Civics Lesson Barriers are in orange Features are in green

UDL Guidelines Educator Checklist I. Provide Multiple Means of Representation 1. Provide options for perception 1.1 Customize the display of information

Your notes

1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information

Features: Project explained verbally, would pass out a rubric to help explain, and would also show a sample final product Can show sample videos on large SmartBoard or on individual computer screens by sending students a link to click Can be made louder, bigger on screens Barriers: Some students may be overwhelmed by the amount of information, need it explained slower or be repeated Need enough individual computers Features: Visual representations of project and sample product Barriers: Lack of subtitles Images move rapidly Features: Using a computer program, could provide instructions via textto-speech Barriers: Most of this activity is visually oriented. Need to develop modifications to better fit the needs of these students, such as options to type or write a speech or make a paper poster instead of creating a visual poster online for students for whom that would work better

2. Provide options for language and symbols 2.1 Dene vocabulary and symbols

2.2 Clarify syntax

Features: Would have pre-taught major vocabulary and concepts in prior lessons Barriers: Some students might struggle to remember or keep notes that are useful to them pertaining to this vocabulary and would thus struggle N/A

and structure 2.3 Decode text or mathematical notation 2.4 Promote crosslinguistic understanding N/A Features: I do teach at an ELL school where the primary language of many students is Arabic. Many students use handheld dictionaries, and I also provide dictionaries and Arabic/Bengali/English glossaries of Social Studies terms multiple ways of representing concepts (visually, verbally) Barriers: Many students would benefit from visual aids to help in crosslinguistic learning, and while there are many visual aspects to this lesson, none are focused on understanding the content. Features: Can represent concepts visually rather than linguistically through Glogster, Animoto, etc. Sample videos as models Barriers: Must know how to navigate computers and programs Easy to get distracted using the internet Must be able to still communicate with group members efficiently, my lesson does not take that into consideration well

2.5 Illustrate key concepts nonlinguistically

3. Provide options for comprehension 3.1 Provide or activate background knowledge

3.2 Highlight critical features, big ideas, and relationships

3.3 Guide

Features: Graphic organizers Popplet or Bubble.us Use of topics they already care about Constant reference back to the main points of the overall lesson to make the connection between the activities Use of internet to locate images and create visual products may activate prior knowledge Barriers: Some students may have missed key prior knowledge to successfully complete this assignment, such as understanding of topics or digital tools used Must be able to use a mouse to create the graphic organizers (click, drag, line up, type, etc) No modifications for students unable to navigate these programs Features: Discussions and rubrics will provide info (and reminders) about critical features and big ideas Pre-activity check ins with groups to clarify Graphic organizers Barriers: Shy students may not speak up if confused Lots of information at once could be overwhelming for some students Features:

information processing

Frequent check ins with students Clearly defined steps of project Assignment is chunked into smaller activities Barriers: Some students may not be able to verbally explain what confuses them or what they are struggling with Some aspects of the project could still be overwhelming due to size or quantity of steps involved

3.4 Support memory and transfer 1 of 3 7/11/11 8:06 PM UDL Guidelines - Educator Checklist http://udlonline.cast.org/guidelines II. Provide Multiple Means of Action and Expression 4. Provide options for physical action 4.1 Provide varied ways to respond Your notes

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

Barriers: Lesson relies highly on student ability at a computer Lesson as-is plans only for a Glogser and Video, which does not allow varied responses Lesson currently requires a time-limit for Glogster activity that is the same for all students N/A N/A

5.2 Provide appropriate tools for composition and problem solving 5.3 Provide ways to scaffold practice and performance 6. Provide options for

Features: Choice in program for video creation Choice in how to digitally represent concepts Barriers: Must be able to use computer (type, use mouse, look at and understand information on a screen) Requires computer use--no modifications that incorporate multiple media Features: Suggested programs to use (Glogster, Animoto, etc) Graphic organizers Barriers: No other tools explicity outlined Features: Individualized feedback from teacher Barriers: No other clear scaffolds

executive functions 6.1 Guide effective goal setting

Features: Examples and models Goals and objectives are posted in my class and discussed at the start of each hour (not explicit in lesson but a good requirement of my school and thus a feature of all my lessons!) Barriers: No obvious checklists or scaffolds beyond initial examples and posted goals N/A

6.2 Support planning and strategy development 6.3 Facilitate managing Features: information and Graphic organizers resources defined steps of project 6.4 Enhance capacity for Features: monitoring progress Provide rubrics for self-monitoring Post graphic organizers to website for students to comment and give feedback on Barriers: Some students may struggle with a textual rubric Rubric is only self-assessment model provided

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 Features: choice and autonomy Choice in topic area for policy issue with group Choice in programs to use (Animoto, VoiceThread, Popplet, Bubble.Us) Free design options Barriers: Must understand how to use computer to search for fair-to-use images, use a computer, type, speak into a microphone Ability to visually or verbally represent opinions 7.2 Enhance relevance, Features: value and authenticity Choice of topics that resonate with them (age appropriate: High schoolers tend to want to share their own opinions) Ideally students will come up with current and relevant problems Barriers: Must be able to recognize a problem and think of solutions Shy people may not feel comfortable sharing opinions

7.3 Reduce threats and distractions

8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives

Features: Work in small groups instead of large class Will vocalize expectations, time passing, etc Barriers: Small groups can still be distracting Freedom of choice can be distracting or overwhelming The nature of this lesson is fairly unstructured, which can be threatening for some students Features: Do provide objectives and prompts Smaller assignments divide up long-term goal Barriers: No demonstration of tool use in lesson (it is presumed to have happened earlier) No discussion of assessment methods or of what constitutes excellence Features: The nature of this assignment allows for varying degree of challenge--if students want to do more than is expected they can. Barriers: No explicit alternatives for programs End product is the main focus, not process Features: More advanced students ideally will help guide struggling students Barriers: No clear roles for group members No prompts for students to check with each other for clarification No specific rubric of expectations for group work, just for the final products Features: Room for feedback at planning stage Barriers: No other feedback opportunities evident, though I would be walking around the room provided feedback and checking in N/A N/A N/A

8.2 Vary levels of challenge and support

8.3 Foster collaboration and communication

8.4 Increase masteryoriented feedback

9. Provide options for selfregulation 9.1 Guide personal goalsetting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop selfassessment and reection