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Udl Guidelines Chart Module 3 - Learning Objective 1

UDL Guidelines - Educator Worksheet - v. 2. 'Absorb' and 'do' activities to make sure language is appropriate for my students. Provide options for language, mathematical expressions, and symbols. Clarify syntax and structure 2. Support decoding of text, mathematical notation, and symbols 2. Promote understanding across language 2. Illustrate through multiple media 3. Maximize transfer and generalization II.

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313 views

Udl Guidelines Chart Module 3 - Learning Objective 1

UDL Guidelines - Educator Worksheet - v. 2. 'Absorb' and 'do' activities to make sure language is appropriate for my students. Provide options for language, mathematical expressions, and symbols. Clarify syntax and structure 2. Support decoding of text, mathematical notation, and symbols 2. Promote understanding across language 2. Illustrate through multiple media 3. Maximize transfer and generalization II.

Uploaded by

api-277808336
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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UDL Guidelines Educator Worksheet - v.

2
I.

Provide Multiple Means of Representation:

My Notes about Module 3, Section 1 (Learning


Objective 1)
I have included input of the absorb activities in a variety of ways:
listening, reading and the graphic syllabus of the module.

1.

Provide options for perception


1.1 Offer ways of customizing the display of information

For Activity 2.2 I compared 3 different AWL highlighters and choose


the one that I thought was offered the best contrasting colors and
one that students can change the colors for highlighting the
academic language.

1.2 Offer alternatives for auditory information


1.3 Offer alternatives for visual information
2.

I have included both the Module 3 graphic syllabus and the Learning
Guide so students can access the information in the way that is
most helpful to them.

Provide options for language, mathematical expressions, and


symbols
2.1 Clarify vocabulary and symbols

I have done all the absorb and do activities to make sure the
language is appropriate for my EFL students. Through the course of
doing this Ive had to change some of the activities I initially
planned on using.

2.2 Clarify syntax and structure


2.3 Support decoding of text, mathematical notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3.

Provide options for comprehension


3.1 Activate or supply background knowledge

The Where we are introduction and getting students to respond to


the three questions on the module graphic syllabus.
The transition blurbs such as Activity 2- Do: Remember that the

3.2 Highlight patterns, critical features, big ideas, and relationships sublists are arranged in order of frequency (Sublist 1 has the words
used most often and Sublist 10 has the words used less often).

3.3 Guide information processing, visualization, and manipulation


3.4 Maximize transfer and generalization

II. Provide Multiple Means for Action and Expression:


4.

The transition blurbs such as Activity 2.1- Do: This course focuses on
Sublist 1 and after the course you may want to continue working on
other of the sublists.

Your notes

Provide options for physical action


4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive technologies

5.

I have added alternative text for the images.

Provide options for expression and communication


5.1 Use multiple media for communication

For Activity 3 I have included a learning blog post and posting


comments on each others blogs.

5.2 Use multiple tools for construction and composition


5.3 Build fluencies with graduated levels of support for practice
and performance
6.

Provide options for executive functions


6.1 Guide appropriate goal setting
6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

I provided the graphic syllabus and the Learning Guide for Module 3
to reorient the students to where we are and where we are headed
in the course.
Some of the information I originally had as a text block I changed to
a checklist to make it more manageable for students.

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement:


7.

Provide options for recruiting interest

Your notes

7.1 Optimize individual choice and autonomy

For Activity 3- The learning blog, students are given a choice of


which question to respond to.

7.2 Optimize relevance, value, and authenticity


7.3 Minimize threats and distractions
8.

The focus of the vocabulary exercises is to collect unknown


language as opposed to getting a high score or all of them correct.
This makes the activity much more low stakes.

Provide options for sustaining effort and persistence


8.1 Heighten salience of goals and objectives

I have reiterated the Learning Objectives at the beginning of the


module.

8.2 Vary demands and resources to optimize challenge


8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback


9.

For Activity 3 I have included a learning blog post and posting


comments on each others blogs.

The rubric provided for Activity 3 is done as a rubric as learning


design meaning it will provide supportive feedback about how to
improve.

Provide options for self-regulation


9.1 Promote expectations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection

CAST 2011

In the Where we are section: Now that you have had a chance
to learn a bit more about the AWL, go back to the notes you made
at the beginning. Is there anything you want to add to your ideas
about "What is the AWL"?

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