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CEP 416-Universal Design for Learning Template

For this assignment, you will focus on the technologies that you picked for last week's activity, and you will
make sure that they comply with UDL principles. Remember that simply using technology in the classroom is
not enough; we want to purposefully think about how technology enhances learning and how we can best plan
it into our activity to achieve intended learning goals.

YOUR NAME: Natalie Weston

ACTIVITY GOAL(S): This activity will accomplish a few different things. Through requiring students to use an app on an
iPad to look at perimeters, it will challenge them to navigate through different mediums to explore shapes perimeters.
The playing of the interactive game and answering 2 questions about their findings will further their understanding of
perimeter. The sharing to the google doc as well as navigating the website will also help students learn about the
technology that they are using and to use the iPads in ways that they previously had not!

TECHNOLOGIES USED FOR ACTIVITY (please provide a URL link to it if applicable): An iPad is used for a shape app
as well as an interactive game. A shape comparison app on the iPad is used for students to understand different
perimeters visually. A sharing method (ex-google docs) is used so that students can share their findings with their peers
and a public sharing website (ex- glogster.com) is used for students to share their findings with students outside of their
classroom all around the world.

UDL CHECKLIST
(adapted from CAST UDL curriculum self-check)

Flexible media and materials play an essential role in helping students achieve activity/lesson goals. The
principles below help you consider what could/could not work for all your students with the media and materials
included in your activity.

UDL principle Example Explain how the technology you picked


for the activity provides that?
(add URL links, descriptions,
screenshots, etc if necessary)
I think that the original technology that I
Multiple and varied media are used Text, images, graphics, audio, chose for this activity does a good job of
to present concepts and content video, and multimedia providing different media to present
concepts! Multiple different media are used
by students to complete each different step,
mostly using a different media in each step.
The apps that the students would use on
their iPads would be using interactive
multimedia along with written directions and
graphics. Images would also be used when
the students are required to screenshot their
interesting shape comparisons as well as
view their class mates findings. Audio would
be used when each student describes their
interesting screenshot to the class as well.
There would be written directions as the
Materials and media provide visual Captions for videos, text outlines students played the interactive game and
equivalents for auditory information for lectures, text-to-speech or there would be the students providing the
and vice versa as needed digital voice tools for text class with auditory information while
showing their screenshot but I think that
there could be more of this in the lesson.
Maybe I could have the students record
what their interesting screenshot is about to
play while the screenshot was displayed in
front of the class or record myself saying the
directions while the students also looked at a
syllabus. I will work to improve this in my
future lesson plans.
The two different apps that the students
Options for diverse Hyperlinked multimedia glossary would be using on their iPads would have an
linguistic/language abilities are definitions; foreign language option, like most apps, to change the default
provided in materials and media translations; language modality language to the one most comfortable for
translationsASL/speech that particular student. I do not think that in
my original lesson plan I paid enough
attention to this certain UDL principle and I
would ensure that this was implemented
more in the future. For this specific lesson
plan, maybe when the students log onto the
public sharing website, they could
communicate with students online that share
similar linguistic/language abilities if that
were possible so that each student is
comfortable.
I think that my lesson plan actually did an
Visual organizers, rubrics, and Using advanced organizers alright job of fulfilling this UDL principle. In
checklists are available to help my lesson plan, I pass out a rubric to each
students to learn, plan, and complete student with very clear directions so they
lessons know what is expected of them. Also,
throughout the project I would have each
student stop once they complete each step
in order to ensure that everyone is up to
speed and not left behind. I would tell the
students to stop after a certain point which
would be a good way for them to plan and
complete the lesson. The rubric would also
be a good way for each student to learn and
plan ahead before beginning.
I think that my lesson plan did a pretty good
Materials and media are designed to Comparing work over time job at fulfilling this UDL principle as well. By
help students monitor their own during the activity, picking their having the students stop at certain points
progress and promote self-reflection best work, choosing new along the course of the project, they would
personal goals be able to monitor their own progress and
look at their work along the way to see if
they are happy with their work. Also, by
having students screenshot their most
interesting shape comparison, students will
be able to pick their best/favorite comparison
and talk to their classmates and other
students online about it which will help to
promote self-reflection. I could come up with
a way to choose new personal goals but I
am not exactly sure how I would implement
that into this lesson plan. Perhaps I would
have students reflect on the project and
write down a new goal that they have
developed for themselves after finishing this
lesson.
For this lesson plan, I made sure to have
Materials and media provide More structured vs. open-ended different difficulty levels attached to each
students with varied levels of tasks in the activity, different different tasks. The first step where students
challenge and support to address levels of difficulty are playing around comparing shapes on an
diverse abilities and challenges app is pretty open-ended and is easy to do.
The next step is an interactive game that is
more structured and a little bit harder to
follow because reading and following
directions is required in order to know how to
play the game. The next step is a little more
difficult and requires students to know how
to navigate technology and use their iPads
to take a screenshot, which to me seems
more challenging. The final step of logging
onto a public sharing website is structured
because students are required to answer 2
questions asked about their finding but also
kind of open-ended in the sense that they
can answer 2 questions that they would like
to. I think that even though some of these
tasks may be difficult, by requiring students
to stop after each step along the way, I am
supporting diverse abilities because I can
help if needed.

EVALUATION

Based on your responses, how would you modify your media and materials to address the diverse challenges,
talents, and preferences of your students? (answer one)

If your technology provides support for UDL principles (e.g., 4 out of 6 principles), what are
other student challenges or preferences that you could anticipate in this activity?

Although I think that my lesson plan does a pretty good job addressing UDL principles, I did realize a few
things after filling out the chart. I realized that I could make my lesson plan a bit more flexible and not so
structured. Originally when making this lesson, I was not really thinking about student preference and this
lesson includes a lot of technology and I acknowledge that not every student likes technology and it can be
intimidating. Maybe I would use technology for some steps but not all so that students that like technology
are satisfied and students that do not like technology do not feel overwhelmed and defeated. I also just
assumed that each student would be able to complete all of these technological tasks but maybe I could
give them a brief tutorial before to lessen any nerves or apprehension. I think that some students would
have more issues with this task than others because some people just work with technology better than
others which is completely understandable. Instead of looking for right or wrong at the end of the project,
maybe I could focus on individual progress to evaluate how they each did.

If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would
you modify your media and materials to address the diverse challenges, talents, and preferences of
your students?
REFLECTION
(participation points for this week).

Briefly describe your thoughts about the UDL-ization process:

1) How is UDL changing how you view technology for teaching and learning?

- Before learning about UDL, I wrote my lesson plan using different media that I myself am
comfortable with and did not pay much attention to what other people prefer. I have learned how to
use apps and iPads and google docs but I learned how to do all of this through many years of
schooling and am now comfortable with it but I have no idea what students will be learning or using
in the future when I am a teacher. It also made me realize that there are many more ways of using
technology to teach and learn than I thought about before and there are different ways to get
information across (audio, visual, written etc). I personally prefer written directions that are in front
of me so I can follow them but I know that this is different for each person so it has really made me
think about how I will present information to my future students. I also really like the aspect of
flexibility that UDL presents because I have always wondered how to make sure that each students
individual needs are being taken care of and it is something I will know think about constantly!

2) How will you implement UDL in your future classroom?

- In my future classroom I will try to implement UDL in everything I do! I will be very flexible in my
lesson plans and give students multiple ways of doing something instead of one strict way that they
are required to follow. By doing this, I think that it will let each individual student choose a way to
complete the project in a way that is best for them, all while meeting the same certain set of
guidelines. I will incorporate different ways to learn like using music, videos, words and hands-on
activities so that each student can participate and feel comfortable. I also think that it would be a
good idea to explain one concept in multiple different ways so that each student fully understands
and they can all see why certain explanations work better for others which will help them to be more
understanding and also maybe push them to learn in different ways. I really like the UDL principles
and I am excited to learn more about how to implement them into my future class!!

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