UDL Assignment and Reflection

Elizabeth Tilton
University of New England
EDU 721: Using Technology within Inclusion Education
February 15, 2015

Reflection
This UDL assignment was probably the most challenging yet most rewarding and eyeopening task in this course, in my opinion. The lesson plan in itself was quite the process to develop while trying to create activities and assessments that would benefit not only the general
population of the class, but students with disabilities as well. Lessons that follow the UDL principles exhibit planning that is more proactive than reactive. I have learned a great deal along the
way, that will help me to better plan future lessons and provide instruction and assessment that
allows students with disabilities to learn and work in an inclusive setting.
Evaluating my final lesson plan using the UDL checklist made me realize that there were
several things I still hadn't taken into consideration when designing and tweaking my plan. I
found it very helpful to be able to read more in-depth explanations of the checkpoints as well as
specific examples when identifying features and barriers of my own plan. It was very reassuring
to learn that in most cases I had planned appropriately, in regards to Principle I: Providing Multiple Means of Representation, and Principle II: Providing Multiple Means for Action and Expression. There were a couple of areas where barriers were more obvious like not providing alternative keyboards or tools for translation for ESL students. These are situations I have not yet encountered in my teaching, therefore they did not stand out to me as being obvious accommodations.
Designing a lesson that includes universally designed instruction has shown me where
my strengths and weaknesses are. I need to focus more on helping students to set personal behavioral and academic goals. I plan to evaluate future lessons using the UDL checklist, paying
close attention to the areas in which I identified barriers.

UDL Guidelines Educator Worksheet - v.

2
I. Provide Multiple Means
of Representation:
1.

Barrier/Feature

Universal Design Changes

Feature: Text on Jumping

Jacks worksheets is enlarged in
places and different font color is
used to emphasize importance.
Information is given to students
as a hard copy and digitally; it is
projected on a large screen
when reviewing/introducing.

Barbie Bungee worksheets could

be reformatted to use larger fonts
and colors to emphasize the importance of big ideas and key ele ments.

Provide options for perception

1.1 Offer ways of customizing the display of

information

Barrier: Text on Barbie Bungee

worksheets is not enlarged and
different font colors are not used.

1.2 Offer alternatives for

auditory information

Feature: Information that is presented verbally is also provided

via hard copy and digital copy.
Picture diagrams are included to
help show how to tie rubber
bands.
Barrier: Captions are not provided on the bungee jumping
video for those with hearing disabilities.

1.3 Offer alternatives for

visual information

1.

Feature: An alternative to the

bungee jumping video is not
provided for those who may
have vision disabilities. Pictures/
diagrams include written directions for how to properly tie the
rubber bands.

Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and

symbols

Feature: Concepts previously

learned and practiced are reviewed for all students. The
teacher models the use of apps
needed throughout the lesson
(i.e. Numbers and DESMOS).

An alternative to the bungee jumping movie could be provided such

as a written/printed story. The
movie could be better supported
with captions.

2.2 Clarify syntax and

structure

2.3 Support decoding of

text, mathematical notation, and symbols

Feature: Multiple representations for slope-intercept form and

graphs are provided via different
apps and a table within worksheet. The use of text-to-speech
is allowed through the use of
Notability.

2.4 Promote understanding

across language

Barrier: All key information is

provided in English and not
made available in other languages, which could be a challenge for ESL students. Information is not provided in the appropriate format for students who
may be deaf.

2.5 Illustrate through

multiple media

1.

Feature: Connections to previously learned concepts and their

structure are reviewed. Connections between different apps and
their structure are identified and
discussed (i.e. graphs on Numbers and DESMOS). Connections are made between the
structure of hand drawn graphs
and computer generated graphs.

Tools for translation that may include apps on the iPad could be
provided to better support ESL students.

Feature: Some illustrations and

images are used to show students how to correctly tie rubber
bands to model/represent a form
of bungee cord. Equations are
used to represent ideas.

Provide options for comprehension

Feature: Students are provided
with a review of the background
information needed to complete
activities.
3.1 Activate or supply
background knowledge

After bungee jumping video, the

teacher can facilitate a more indepth discussion with students regarding the importance of knowing
the height, weight, health, etc of
Barrier: Although students have individuals that may be bungee
the background information nec- jumping. Students can discuss how
essary to complete the activities, math plays into safely bungee
it isnt activated in a way to show jumping. Other real-life application
its relevance to the activities at
of linear relationships previously
hand.
learned can also be discussed.
Possibly use a KWL chart to assess
what students already know.

3.2 Highlight patterns,

critical features, big
ideas, and relationships

Feature: Key elements are emphasized through text in worksheets. When information is
presented and/or introduced to
the whole group, the teacher
zooms in on key pieces of information and big ideas.

Make sure that big ideas and information is highlighted and emphasized on all worksheets.

Barrier: Key elements are not

emphasized on all parts of worksheets.

3.3 Guide information

processing, visualization, and manipulation

3.4 Maximize transfer and

generalization

Feature: Options are provided to

organize responses to questions
through the use of hard copy and
digital worksheets and Notability.
Interactive models are used to
represent graphs through the
use of DESMOS and Numbers.
Explicit prompts, steps, and directions are given throughout the
activities.
Feature: Tables and checklists
are provided to help organize the
completion of steps. Templates
are provided for tables in the
Numbers program as well as a
graphing template in the worksheets.
Barrier: Opportunities to generalize information in new situations are not provided.

II. Provide Multiple Means

for Action and Expression:
1.

Your notes

Provide options for physical action

4.1 Vary the methods for

response and navigation

4.2 Optimize access to tools

and assistive technologies

Feature: Alternatives for physically responding to questions

and prompts is provided through
the use of Notability. This allows
students with physical/motor
disabilities to write without a pen
or pencil. Time modifications (to
complete work) are provided for
students with IEPs.
Feature: iPads are used, which
provide access to multiple tools
that can be used to demonstrate
and represent learning.
Barrier: Access to alternative
keyboards is not provided.

Access to alternative keyboards

can be included including shortcuts.

1.

1.

Provide options for expression and communication

5.1 Use multiple media for

communication

Feature: Text, illustrations, and

videos are used to communicate
information and provide hooks at
the beginning of the lesson.
Physical manipulative are used,
i.e. Barbies, rubber bands, measuring tapes.

5.2 Use multiple tools for

construction and composition

Feature: Spell checkers and

text-to-speech features are provided on iPads. Handheld calculators as well as different forms
of calculators are provided via
iPads.

5.3 Build fluencies with

graduated levels of support for practice and
performance

Feature: Differentiated models

for graphing are provided via
different graphing apps. Differentiated practice is provided
through the IXL app for homework.

Provide options for executive functions

Feature: Goals and objectives
are included within student
worksheets and grading rubrics.
6.1 Guide appropriate goal
setting

6.2 Support planning and

strategy development

Feature: Checklists are provided to help students follow a series of steps. Students are encouraged to show and explain
their work through the use of
reflection questions.

6.3 Facilitate managing

information and resources

Feature: Templates are provided to help students organize

their data collection and construct graphs.

6.4 Enhance capacity for

monitoring progress

Feature: Checklists are provided to ensure completeness of

activities and steps. Scoring
rubrics are provided for all activities.

III. Provide Multiple Means

for Engagement:
1.

Barrier: Appropriate models,

examples and prompts are not
included to help students set
their own goals.

Provide options for recruiting interest

Although goals for the activities are

included and shared with students,
personal goal setting needs to happen. The teacher could share examples of student goals or could
model reasonable goal setting.

Your notes

7.1 Optimize individual

choice and autonomy

7.2 Optimize relevance,

value, and authenticity

7.3 Minimize threats and

distractions

1.

Feature: Multiple tools are provided to gather/record information and create graphs and tables.
Barrier: Students are not involved in setting their own individual goals.

Students can be involved in the

goal setting process given the objectives for the lesson. This will
help them learn how to appropriate ly set individual goals that are at tainable.

Feature: Tasks provide opportunities for active participation

from students and experimentation. Bungee jumping activity is
relevant and authentic, connecting linear relationships and
graphing to real-life examples
that are of interest to most students.
Feature: Students are encouraged to be supportive and helpful by reviewing characteristics of
good group members and successful cooperative learning
groups. The teacher counts
down from 5 to help get students
attention. A bell is used to signal
a change in jobs within groups.
Breaks are offered during activities by switching up tasks and
reflecting upon previously made
conjectures.

Provide options for sustaining effort and persistence

Feature: Goals are provided.
8.1 Heighten salience of
goals and objectives

Barrier: Goals are not displayed

in different ways.

8.2 Vary demands and

resources to optimize
challenge

Feature: The degree of difficulty

in creating graphs on different
programs, varies. Students are
able to customize their final
work/graphs using the various
features within graphing programs. Students may opt out of
using templates for data tables
and challenge themselves by
creating their own.

8.3 Foster collaboration and

community

Feature: Expectations are reviewed for group work. Cooperative learning groups are used
and include different roles and
responsibilities for each member
of the group are clearly identified
and assigned.

Have students help to restate

goals, individually. This will help to
display the goals in multiple ways.
Work with students to break down
goals in to short and long-term outcomes.

8.4 Increase masteryoriented feedback

1.

Feature: Feedback is provided

by the teacher throughout the
duration of the activities. Feedback is also provided at the
completion of the lesson, on
work that is turned in.

Provide options for selfregulation

9.1 Promote expectations

and beliefs that optimize
motivation

Feature: Some opportunities for

self-reflection are provided such
as the break that is given during
Barbie Bungee to revisit and
possibly change original conjectures regarding Barbie jumping
from 400 cm.

Provide students with guides and

rubrics for goal setting and develop ing strategies to help cope with
frustrations and anxiety so that they
can stay motivated. Help students
to identify ways in which they can
stay focused and on task.

Barrier: Models for appropriate

goal setting are not used. Identification of and personal goal
setting is not fully supported.
Barrier: Models and strategies
for coping with and managing
frustration and anxiety are not
included for general students
and those with anxiety disorders.

The teacher could guide a discus sion with students regarding appropriate behavior when frustrated with
technology. Help students to identify personal strengths and weaknesses by sharing my own. For
example: Sometimes I feel frustrated when my iPad kicks me out of
an app. If this happens, I am going
to take a quick break, go get a drink
of water and ask a friend for help if
the problem continues.

Barrier: Self-assessment and

reflection in regards to change in
behavior and progress during the
learning process is not promoted
or discussed.

Model self-assessment and reflection with students. Maybe have

students demonstrate inappropriate
behavior and then reflect on the
behavior with students.

9.2 Facilitate personal

coping skills and strategies

9.3 Develop self-assessment and reflection