CAST 2011 UDL Guidelines Educator Checklist Version 2

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 Multiple Means of Representation:
Your notes
1. Provide options for perception
Type your ideas in this column
-Instead of holding the book, bring students to the carpet in
front of the Promethean board. The book could be placed on
the Elmo, insuring all students can see the text and
illustrations.
-Find a video of the book being read aloud by the author or a
celebrity.
-Use the microphone when reading story aloud ensuring all
can hear.
1.1 Offer ways of customizing the display of information
1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

2. Provide options for language, mathematical
expressions, and symbols
-find book in Spanish version
-find a site that will interpret book in Spanish
-Create a file where we read the book aloud. Upload to class
website so students can listen at any time, for homework,
etc.
-Before reading, new vocabulary found in the book can be
displayed on the Promethean.
-Break students into groups, distributing a laptop to each
group. Assign a new vocabulary word to each group and
have them research its meaning.
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
-Display a KWL chart on the Promethean board. Students can
use the active votes to text in what they already know about
the term Self-esteem
-Display pages of the book on the Promethean, students can
take turns going up the board and underlining key text on
each page using the Promethean writing tool.
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

CAST 2011 UDL Guidelines Educator Checklist Version 2
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical action
-Have students enter their predictions via text about the
story, post cover and book walk, into the active votes.
Predictions will post to the Promethean. This page can be
saved to review after reading the book.

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive
technologies

5. Provide options for expression and communication
-Students create a Voki with uploaded sound bite describing
what makes them happy.
-Students create a Tagzedo with descriptive words about
themselves.

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and
composition

5.3 Build fluencies with graduated labels of support
for practice and performance

6. Provide options for executive functions
-Have classroom wiki page for students to upload ongoing
project. Teacher can view to see where help is needed.
6.1 Guide appropriate goal setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement: Your notes
7. Provide options for recruiting interest
Students will have a choice of creating a voki or a tagxedo
to complete the activity describing themselves.
7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

8. Provide options for sustaining effort and persistence
Students can work as a group to create their own comic/
story with www.makebeliefscomix.com. They can then
create a story board for their comic
8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize
challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

9. Provide options for self-regulation
Students can use http://popplet.com to create their own
storyboard based off of a story that is given to them. This
is the assessment used to see if students understood the
activity.
9.1 Promote expectations and beliefs that optimize
motivation

CAST 2011 UDL Guidelines Educator Checklist Version 2
9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

How did you integrate technology into the goals, materials,
methods, and assessment for this lesson to improve students
understanding of content?

What technology was used? By whom? Why was this
appropriate technology to integrate?