Sunday, November 18, 2012

UDL Guidelines-Educator Checklist

UDL Guidelines – Educator Checklist 

Provide Multiple Means of Representation:

Provide options for perception 1.1 Customize the display of information
Feature: The delivery of information is visual as well as auditory.

1.2 Provide alternatives for auditory information

1.3 Provide alternatives for visual information
Feature: PowerPoint of information and examples available. There is also a run through with the teacher going through his or her research practice.

Provide options for language and symbols 2.1 Define vocabulary and symbols
Feature: Certain research and internet related vocabulary is defined, however this could also be a barrier because there lacks a time to depict examples of the vocab.

2.2 Clarify syntax and structure

2.3 Decode text and mathematical notation

2.4 Promote cross-linguistic understanding
Barrier: Use screenshots for visual representation of terminology.

2.5 Illustrate key concepts non-linguistically

Provide options for comprehension
3.1 Provide or activate background knowledge
Feature: As they have already done research and they already have access to computers and the internet, it is not about just access, but accessing their prior knowledge and getting them to use this knowledge in a new way.

3.2 Highlight critical features, big ideas, and relationships

3.3 Guide information processing
Feature: By scaffolding their learning process, I go through examples, definitions, the whole how-to process visually and allow them to practice before delving straight into the project itself.

3.4 Support memory and transfer
Feature: They need to be able to transfer what was done before them as an example and what they practiced to the real deal.

Provide Multiple Means for Action and Expression:

Provide options for physical actions

4.1 Provide varied ways to respond
Barrier: There are not varied response formats.

4.2 Provide varied ways to interact with materials
Barrier: There is really only one way to interact with materials.

4.3 Integrate assistive technologies
Feature/Barrier: All computers are the same.

Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
Barrier: Only using the internet, however, there are different databases students can use.

5.2 Provide appropriate tools for composition and problem solving

5.3 Provide ways to scaffold practice and performance
Feature: There are definitely times before the actual project begins for students to practice using the the Michigan Electronic Library and to practice, with feedback, figuring out which sites with information are credible.

Provide options for executive functions
6.1 Guide effective goal setting
Barrier: Ultimately, the goal (the finished project) is laid out for students, but if there were checkpoints where they had to create their own goals of completion it might make them more aware of that the need to complete and by what due date.

6.2 Support planning and strategy development
Feature: There are due dates in place, scaffolded practice and with feedback provided as sort of checkpoints.
Barrier: Make more manageable, and change if necessary for students.

6.3 Facilitate managing information and resources
Barrier: The actual project assignment contains a graphic organizer to help manage their process, but this part of the lesson that is leading up to that project work needs more structure.

6.4 Enhance capacity for monitoring progress
Feature: Feedback is provided throughout the process.

Provide Multiple Means for Engagement:
Provide options for recruiting interest
7.1 Increase individual choice and autonomy
Feature: What is actually researched in the scaffolding process is up to the learner and what is researched for the project we are building towards has limits but is ultimately their choice.

7.2 Enhance relevance, value, and authenticity

7.3 Reduce threats and distractions
Feature: This is a very low-stakes process, and there are not any real "threats."

Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
Barrier: Develop ways for students to be able to make and meet shorter term objectives.

8.2 Vary levels of challenge and support
Barrier: Vary what needs to be completed and in what ways for different students.

8.3 Foster collaboration and communication
Barrier: Have aspects of the assignment where they can work in pairs/groups.

8.4 Increase mastery-oriented feedback
Feature: On each aspect of the assignment, feedback is designed to be able to be timely and efficient and useful.
Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
Feature: Students are constantly aware of deadlines,due dates with rubrics, reminders, etc.

9.2 Scaffold coping skills and strategies
Feature: The scaffolding and step-by-step and day-by-day process makes this project and the before aspects very do-able.

9.3 Develop self-assessment and reflection
Feature: There is a great deal of explicit instruction and modeling done before they are sent out on their "own" to self-regulate their learning and project process.

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