CAST 2011 UDL Guidelines Educator Checklist Version 2
Project Reflection Sheet for UDL Educators Checklist
I. Provide Multiple Means of Representation: Your notes 1. Provide options for perception 1.1 Offer ways of customizing the display of information 1.1 Use an active inspire flipchart to review vocabulary words and engaging examples of fantasy and realism found in the story Dogzilla 1.2 Offer alternatives for auditory information 1.2 Allow students to listen to a you tube video to follow along with the reading of Dogzilla 1.3 Offer alternatives for visual information 1.3 Use the flipchart activities, individual books, and the YouTube video for visual engagement. 2. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols 2.1 Teacher will discuss vocabulary words that may be difficult before reading Dogzilla 2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical notation, and symbols 2.3 Students will have an opportunity to summarize the text, as well as pick out the elements of fantasy and realism. 2.4 Promote understanding across language 2.5 Illustrate through multiple media 2.5 Students will have access to the YouTube reading of Dogzilla, as well as their individual books.
2.5 Students will write their alternate endings/continuations using StoryJumper.com 3. Provide options for comprehension
3.1 Activate or supply background knowledge 3.1 Students will review the terms found in the story that may be of difficulty, including fantasy and realism 3.2 Highlight patterns, critical features, big ideas, and relationships 3.2 Students will have to pick out elements of fantasy and realism throughout the story Dogzilla, as well as, in their own stories CAST 2011 UDL Guidelines Educator Checklist Version 2 3.3 Guide information processing, visualization, and manipulation 3.3 The teacher will model picking out elements of fantasy and realism in the story, as well as, an example of an alternate ending/continuation
3.3 Students will receive step-by-step directions on how to use StoryJumper.com when writing their stories 3.4 Maximize transfer and generalization 3.4 Students will be given reminders verbally and on the board of what needs to be included in their stories
3.4 Students have the option of completing an organizer to help develop their story ending, before completing the final online draft II. Provide Multiple Means for Action and Expression: Your notes 4. Provide options for physical action
4.1 Vary the methods for response and navigation 4.1 Students will be matching vocabulary words and writing down specific details from the story on the Promethean Board, in addition to verbal responses. 4.2 Optimize access to tools and assistive technologies 4.2 On the flipchart for the Promethean Board, the students will be able to come up to the board and complete the matching activity and the detail chart. 5. Provide options for expression and communication 5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition 5.2 Students will write their alternate endings/continuations using the online story book creator (StoryJumper.com)
5.3 Build fluencies with graduated labels of support for practice and performance
6. Provide options for executive functions 6.1 Guide appropriate goal setting 6.1 Students will be informed of the objectives in the beginning of lesson, and they will be displayed on the board for the entirety of the lesson 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress III. Provide Multiple Means for Engagement: Your notes 7. Provide options for recruiting interest CAST 2011 UDL Guidelines Educator Checklist Version 2 7.1 Optimize individual choice and autonomy 7.1 Students will have the choice of deciding their alternate ending/continuation, which includes the graphics and text features that go in their final draft 7.2 Optimize relevance, value, and authenticity 7.2 Dogzilla is age appropriate for third graders and is within their reading abilities 7.3 Minimize threats and distractions 8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.2 Students are encouraged to include more than one element of fantasy and realism into their stories, if they need an extra challenge. 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.1 Students will be motivated to complete the assignment because they are given the chance to be authors 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection 9.3 Students will be able to reflect on their own writing to determine if their stories contain both fantasy and realistic elements CAST 2011 UDL Guidelines Educator Checklist Version 2 How did you integrate technology into the goals, materials, methods, and assessment for this lesson to improve students understanding of content? Technology is integrated into the goals by making it necessary to have access to the technology. The objective of the lesson is for students to be able to distinguish elements of fantasy and realism using the text Dogzilla, by Dav Pilkey. In order for this to occur, students will need to have access to technology. The assessment goal is to create an alternate ending/continuation of the story, using an online book publisher. In order for this to be completed, students must have access to this publisher.
Technology was a main aspect in our materials. In order to complete the objective, a computer, Promethean Board, YouTube, and Storyjumper.com needed to be accessible.
For the assessment, students were able to use storyjumper.com to create an alternate ending/continuation that was able to be published for others to see. This allows students to display their new knowledge, while being proud of their published work.
Overall, technology enhanced learning in this lesson and added an element of fun, which engages students in the learning process. CAST 2011 UDL Guidelines Educator Checklist Version 2 What technology was used? By whom? Why was this appropriate technology to integrate? There were several pieces of technology used throughout the lesson. For the vocabulary introduction, students were able to use the Promethean Board for a matching activityy. YouTube was used by the teacher for the online reading of Dogzilla, while the students had to option to simply listen and watch the screen, or read along in a textbook. The T-chart used to distinguish elements of fantasy vs. realism in the story was created using ActiveInspire, which allows the students and the teacher to write the different details of the story in the correct section on the board. StoryJumper.com was used by the students to create a published version of their alternate ending/continuation, and the teacher used it to model how to operate the software.
These were all appropriate technology tools for this grade level. Students still like listening to stories being read, so having the large visual text on the screen with the verbal reading is helpful for all students. The Promethean Board is a great tool for students because it allows them to be involved in the lesson in a way that is not too demanding of them. StoryJumper is also appropriate because it is simple to use and allows students to be creative in their writing and publishing. All of these technologies are age appropriate and creates motivation to participate and learn.