UDL+Guidelines

© [|CAST] 2009
 * Ken's UDL Guidelines ||
 * I. ** [|Provide Multiple Means of Representation]: ** || ** Your notes ** ||
 * **1.** [|Provide options for perception]   || Barriers to learning were reduced by making the information equal and perceptive to all students. ||
 * **1.1** [|Customize the display of information] || Information that was presented was customized by displaying in different locations, color added and emphasized, and is malleable for all students. ||
 * **1.2** [|Provide alternatives for auditory information] || Students with hearing disabilities have capabilities to utilize additional time to process information/ those with memory difficulties can proceed at own pace. ||
 * **1.3** [|Provide alternatives for visual information] || Text, touch, and audio is enhanced for students with visual dissabilities to allow alternatives and equal access to information. ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * **2.1** [|Define vocabulary and symbols] || Key vocabulary, definitions, and icons/ symbols were explained and accessible to all students. ||
 * **2.2** [|Clarify syntax and structure] || n/a (there was no syntax or structure unfamiliar to students). ||
 * **2.3** [|Decode text and mathematical notation] || Decoding of background model was accessible to students that were unable to read or understand the text. For example: human muscle body part was highlighted, colored, and distinguished from other muscles of the body and audio was enhanced. ||
 * **2.4** [|Promote cross-linguistic understanding] || Range of motion, exercises, and muscle movement demonstrations were used to promote cross-linguistic understanding for all students (especially those with learning disabilities resulting from English as a second language). ||
 * **2.5** [|Illustrate key concepts non-linguistically] || Illustrations, demonstrations, and images were used to make information accessible to all students (as an alternative to text only). ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * **3.1** [|Provide or activate background knowledge] || Students were able to access background knowledge and experience from prior teachings on human muscles and body parts, which assisted in navigating through lesson ||
 * **3.2** [|Highlight critical features, big ideas, and relationships] || To help with presentation of critical features, the use of cues and prompts were used to distinguish, identify, and recognize the emphasis and goal of the lesson. ||
 * **3.3** [|Guide information processing] || Material was designed and embedded to assist students in processing information in lesson by use of manipulatives, prioritizing, and categorizing strategies. ||
 * **3.4** [|Support memory and transfer] || Materials were presented to help all students improve their cognition ability throughout the lesson. This was done by memorization techniques, heighten awareness of different muscles and their capabilities, as they transfered that information to build upon learning. ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   || Barriers to learning were reduced by providing all students with options to actual physical actions. This was done by identifying their motor capabilities and dexterity and giving them alternative ways of responding to the questions in the lesson. ||
 * **4.1** [|Provide varied ways to respond] || A variety of ways to respond including joy sticks, key boards, single switches, voice, and hand to accommodate all students. ||
 * **4.2** [|Provide varied ways to interact with materials] || Technology was used in a way to enhance and assist in learning the lesson. The students interacted with the materials in a way that allowed them to navigate to the correct response. Assistive Technology, and Differentiating Instructional methods were used. ||
 * **4.3** [|Integrate assistive technologies] || (already discussed and covered). For example: text to talk. ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * **5.1** [|Allow choices of media for communication] || Options were used to help teach and assist students in using multiple media choices for communicating. For example: youtube, google, wiki encyclopedia. This was done to help express a variety of ways to break down barriers and provide alternatives to increase in their opportunities to learn to develop a wider knowledge of content. ||
 * **5.2** [|Provide appropriate tools for composition and problem solving] || Curricula was presented in a way that all students could have alternatives and flexibility by providing them with more than one option in the learning process and the demands of the tasks provided to them in the lesson. ||
 * **5.3** [|Provide ways to scaffold practice and performance] || A wide degree of freedom was provided for all students to proceed through the lesson at their own pace. The development of prior information and knowledge of the human body and muscles were taught prior. This was a recollection lesson and quiz. ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * **6.1** [|Guide effective goal setting] || The curricula was designed and implemented through using the UDL approach which kept the students on task and presented a gradual and constant challenge to the learners as they proceeded through the lesson. There was an order of proceeding through the videos. ||
 * **6.2** [|Support planning and strategy development] || Graduated scaffolding, pause and think strategies were implemented along the way throughout the lesson to provide a strategic plan in assisting the students in reaching success. ||
 * **6.3** [|Facilitate managing information and resources] || Templates, embedded propmts, powerpoint slides were used in the lesson to assist in the managing of thoughts and information for all students. This was done in an effort to keep students organized and prepared as they construct their thoughts and responses. ||
 * **6.4** [|Enhance capacity for monitoring progress] || Guided questions, representations, check lists and charts were used to provide all students with the ability to self-monitor and respond to immediate feedback throughout the lesson. ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **7.1** [|Increase individual choice and autonomy] || Tools used to gather information and navigate through the lesson ofered students a variety of choices to gain their interest in the subject/ lesson. For example; a video of the teacher included in the search & study, models of teen bodybuilders' muscles. Video of famous athletes, option to recognize or identify personal content and context from pior knowledge. ||
 * **7.2** [|Enhance relevance, value, and authenticity] || Activities were presented and designed in order to help all students see and determine relevancy to the lesson. This varied for to accommodate all age groups and genders. ||
 * **7.3** [|Reduce threats and distractions] || Lesson was stimulating in design without becomng distracting to others in the same class. This was done by the use of powerpoint slides, charts, and cues (visual and auditory). ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **8.1** [|Heighten salience of goals and objectives] || Prompts and scaffolding was used in the lesson to continue to guide students toward outcome with short-term goals set throughout the lesson in order to accomplish the overall mission and design of the lesson. ||
 * **8.2** [|Vary levels of challenge and support] || Core activities were both complex and simple in order to accommodate all students as they navigated through the lesson.This was done by varyin the degree of freedom for the students. ||
 * **8.3** [|Foster collaboration and communication] || n/a ||
 * **8.4** [|Increase mastery-oriented feedback] || The use of mastery-oriented feedback was applied to the lesson and curricula. This allowed all students the ability to build upon their knowledge as they navigated through the lesson. For example: opportunities to acheive the standard, opportunity to exceed the standard, opportunities to correct wrong answers and errors which would in turn promote positive thinking for all students. (Some students face challenges very different than others, especially with learning disabilities). ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.1** [|Guide personal goal-setting and expectations] || Frequency of self-regulation was implemented with a timer throughout the lesson to prevent and discourage outbursts and distractions. This was also done to address the maturation rate of the lesson and to keep the students involved, interesed and engaged. ||
 * **9.2** [|Scaffold coping skills and strategies] || (already discussed). ||
 * **9.3** [|Develop self-assessment and reflection] || Emotional responses and changes in behavior were not addressed during this lesson. The goal o this lesson was to implement the UDL strategies through Differentiating Instructions methods that allowed all students to self-monitor their overall behavior and attention to detail while navigating through the lesson. ||