UDL Guidelines

I found it interesting when completing the UDL checklist because I thought my lesson was pretty well rounded and gave students many different learning experiences.  However, there were some aspects that could be changed to better meet the needs of our learners.  I found that I needed to give students a little more structure by including sentence starters and a reflection checklist, as well as, maybe giving them a little more freedom in which technological tool they want to use to display their findings.  With these changes, I'm sure my lesson could be more successful and I could probably keep reflecting on what worked and what didn't.  Below is my checklist:

Non-Fiction Zoo Animal Research with Blabberize – Diana Nicaj

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Able to zoom in on images and interactive maps
1.2 Provide alternatives for auditory information	Feature: Provides text to speech option
1.3 Provide alternatives for visual information	Feature: Includes images and videos
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Provides dictionary
2.2 Clarify syntax and structure	Feature: Option to hear dictionary (text to speech)
2.3 Decode text or mathematical notation	Feature: Offers text to speech
2.4 Promote cross-linguistic understanding	Feature: Research program offers world language option but must be purchased and while using Blabberize students can speak any language but probably should be monitored with a rubric
2.5 Illustrate key concepts non-linguistically	Feature: Provides many diagrams, illustrations, images, and videos
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Began lesson by drawing on students’ personal experiences with zoos
3.2 Highlight critical features, big ideas, and relationships	Feature: Books and research software bold and separate big ideas
3.3 Guide information processing	Feature: Teacher guides students throughout their research on their animal in the library
3.4 Support memory and transfer	Feature: Students take notes and decide what is most important to include on their Blabberize

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students respond interactively with SmartBoard, take notes, and share with peers
4.2 Provide varied ways to interact with materials	Feature: Students explore work independently and collaboratively
4.3 Integrate assistive technologies	Feature: Text to speech option
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Barrier: Final project was already planned out with using Blabberize
5.2 Provide appropriate tools for composition and problem solving	Barrier: Did not have sentence starter worksheets for their script
5.3 Provide ways to scaffold practice and performance	Feature:  Students moved at their own pace and tried to meet their own expectations/goals
6. Provide options for executive functions
6.1 Guide effective goal setting	Feature:  Students followed a rubric throughout the project
6.2 Support planning and strategy development	Feature:  In addition to the rubric, students were given a task checklist
6.3 Facilitate managing information and resources	Feature: Students had rubrics and checklists
6.4 Enhance capacity for monitoring progress	Barrier:  Reflections were done with me verbally, not as independent as I would have liked

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students chose the animal of their choice
7.2 Enhance relevance, value and authenticity	Feature: Students related topic to personal lives
7.3 Reduce threats and distractions	Feature: Students were aware of what tasks needed to be completed during each visit and how much time we had
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Because of topic and computer tools being used students were motivated and engaged
8.2 Vary levels of challenge and support	Feature: Rubric served to challenge and motivate students as well as teacher feedback
8.3 Foster collaboration and communication	Feature: Students had opportunities to collaborate and communicate with peers when brainstorming and researching
8.4 Increase mastery-oriented feedback	Feature: Students were given valuable and timely feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Teacher provided feedback and assisted with use of rubric
9.2 Scaffold coping skills and strategies	Feature: Teacher modeled and gave examples individually and as a whole class of how to overcome possibly ‘bumps in the road’
9.3 Develop self-assessment and reflection	Barrier: Reflections were done verbally rather than written