UDL Guidelines - Educator Checklist Analysis of Data and Probability Lesson

I. Provide Multiple Means of Representation

Your notes

1. Provide options for perception

1.1 Customize the display of information

Feature: Students will be able to customize their box and whisker plot with color, font type and size to display their information. Barrier: This lesson focuses a lot on visual representation. To incorporate UDL for this are I will include a video for students to listen to from the internet on box and whisker plots. Feature: Students will see various displays of box and whisker plots from the Smartboard, Document Camera and online websites provided by the teacher.

1.2 Provide alternatives for auditory information

1.3 Provide alternatives for visual information

2. Provide options for language and symbols

2.1 Define vocabulary and symbols

Feature: Vocabulary and symbols will be represented by the teacher through the Smartboard and visual representation. Students will then have to show their understanding of vocabulary through the presentation they put together with their box and whisker plot in open office. Feature: The online interactive that students will be doing online has clarification of syntax and structure representation of the concepts and vocabulary. Barrier: This lesson has a lot of multiple representation for the meaning of box and whisker plots but I think I could add a math glossary website for additional resources. Feature: Students will have access to visual and numerical representation. Feature: Students will see lots of representation of box and whisker plots non-linguistically in the lesson through videos, online interactions, pictures and examples.

2.2 Clarify syntax and structure

2.3 Decode text or mathematical notation

2.4 Promote cross-linguistic understanding

2.5 Illustrate key concepts non-linguistically

3. Provide options for comprehension Feature: I teach and explain the concepts to the students before they have to engage in their own data gathering and construction of the graph. Feature: I show multiple examples to make sure students truly understand the big ideas and relationships they need to know about box and whisker plots.

3.1 Provide or activate background knowledge

3.2 Highlight critical features, big ideas, and relationships

UDL Guidelines - Educator Checklist Analysis of Data and Probability Lesson

I. Provide Multiple Means of Representation

Your notes Feature: In the lesson I provide an online interactive for students to do that helps guide them to better understand box and whisker plots. Feature: Students will create their own box and whisker plot in open office that shows their understanding of what they remember from previous lessons taught in class on box and whisker plots.

3.3 Guide information processing

3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression

Your notes

4. Provide options for physical action Feature: Students have to opportunity to respond by participation, interacting with their classmates, taking notes and writing things down as well as using their computers. Students will be using the internet, their own personal school computers and school printers. Barrier: Assistive technologies are not offered in the lesson.

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 fluency

5.1 Allow choices of media for communication

Barrier: The lesson is pretty set and specific for what I want students to do, they interact with one another to report data then record that data on their computer. Feature: Students will be able to using their calculators, computers, computer programs and internet to appropriately graph their data. Feature: first off I will teach and model the skill, then I will give students a guided practice activity to use the skill, then I will give students a teachable web-link to re-teach and practice the skill, lastly students will work with their peers to produce a product to show their understanding of the skill.

5.2 Provide appropriate tools for composition and problem solving

5.3 Provide ways to scaffold practice and performance

6. Provide options for executive functions Feature: The goals will be provided on students weekly agenda, I will explain the goal and I will show students examples of what I expect their outcome to look like. Barrier: I will need to provide a rubric for students to look over while putting together their final project.

6.1 Guide effective goal setting

6.2 Support planning and strategy development

II. Provide Multiple Means of Action and Expression

Your notes

6.3 Facilitate managing information and resources

Feature: I provide modeling, guided learning, a online tutorial and peer collaboration. Feature: The in-class practice and online tutorial and practice help to monitor the progress. The final project provides peer monitoring of progress.

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means of Engagement

Your notes

7. Provide options for recruiting interest 7.1 Increase individual choice and autonomy Barrier: Choices are not available to students in this lesson. Feature: It has a students gather information that is relevant to them personally and authentic to each individual class. Feature: The classroom is very welcome to questions and comments and the teacher is supportive to students when they have questions.

7.2 Enhance relevance, value and authenticity

7.3 Reduce threats and distractions

8. Provide options for sustaining effort and persistence Feature: I provide a lot mediums such a teaching, modeling, individual practice, online practice and engagement. Feature: I have a wide range of resources for students to use with this lesson. Feature: Students will be communicating with one another as well as collaborating. Feature: Students will be graded on their final project.

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 mastery-oriented feedback 9. Provide options for self-regulation

9.1 Guide personal goal-setting and expectations

Barrier: The teacher sets the goals for the students and the final outcome. Feature: Students will be taking guided notes and completing a guided practice activity. Barrier: I need to develop a rubric for students to look off of for self-assessment and reflection.

9.2 Scaffold coping skills and strategies

9.3 Develop self-assessment and reflection