UDL Guidelines - Educator Checklist: Provide Multiple Means of Representation

UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception
1.1 Customize the display of information I used large coins on their anchor chart for all students to see.
1.2 Provide alternatives for auditory information I used an anchor chart to identify the different coins
1.3 Provide alternatives for visual information Students watched a video about coins.
2. Provide options for language and symbols
Students were taught the names of each coin and their values
2.1 Define vocabulary and symbols prior to the lesson. These were put on an anchor chart for
referencing.
2.2 Clarify syntax and structure Students compared the different coins in size and color.
2.3 Decode text and mathematical notation
Future reference- accommodate for Spanish speakers by
2.4 Promote cross-linguistic understanding
translating coin names to Spanish.
Students were able to sing along coin names and value through
2.5 Illustrate key concepts non-linguistically
the coin song.
3. Provide options for comprehension
Students did a turn and talk about a time they bought
3.1 Provide or activate background knowledge
something and what they had to use to buy it.
An anchor chart was used to highlight the key components of
3.2 Highlight critical features, big ideas, and relationships
the coins as well as their names and values.
Students were not given coins to look at until we were done
3.3 Guide information processing
with the anchor chart so that they were not distracted.
Students created a coin book as we went through the anchor
3.4 Support memory and transfer
chart to keep in their desks for memory.
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical actions
Students were given the opportunity to explore the different
4.1 Provide varied ways to respond coins (real coins) to feel the weight difference and notice the
characteristics of each different coin.
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication Students sang and danced along to the coin song video.
5.2 Provide appropriate tools for composition and problem Students used real coins when working with adding and
solving subtracting.
This was their first lesson, so they had a lot of support, but for
5.3 Provide ways to scaffold practice and performance the next lesson they will be working with their peers to
gradually release them.
6. Provide options for executive functions
Before the lesson started, students and teachers said aloud the
6.1 Guide effective goal setting
following “I can” statement: I can identify coins and its value”
6.2 Support planning and strategy development
Students used an anchor chart as well as their own graphic
6.3 Facilitate managing information and resources
organizer which was a coin booklet.
In a future lesson, I would like to show students their test
6.4 Enhance capacity for monitoring progress results on a graph so they can see how they have grown
throughout the year.
III. Provide Multiple Means for Engagement: Your notes

7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy Students were able to choose whether or not they wanted to
learn through song or through book to start off with. This was
done by class vote and the next day would be the opposite of
what they chose the first day.
Students discussed aloud things that they bought at the store
and what they used in order to buy that specific item. We
7.2 Enhance relevance, value, and authenticity
brought in background knowledge and personal experience
that students already had with coins.
Students always had on the board how long their lesson was
going to be, and when we were talking as a class, all coins were
7.3 Reduce threats and distractions
either pushed to the side or completely away to eliminate
distractions.
8. Provide options for sustaining effort and persistence
We did connect the lesson to personal experience, but going
forward, and if I did this lesson again, I would have students
8.1 Heighten salience of goals and objectives
write down personal goals for the unit and what they hope to
accomplish.
Some students who mastered the material very quickly could
start by counting their coins. Some students needed to keep
8.2 Vary levels of challenge and support
practicing how much each coin was worth because they did not
have that down yet.
Before the lesson, we went over CHAMPS expectations so that
8.3 Foster collaboration and communication each student knew what they should be doing throughout the
lesson.
We did a exit ticket with the students where they wrote down a
8.4 Increase mastery-oriented feedback certain coin and its value, this was checked and given back to
them by the next day.
9. Provide options for self-regulation
We went over CHAMPS prior to the lesson so students knew
9.1 Guide personal goal-setting and expectations
the expectations.
9.2 Scaffold coping skills and strategies
Students completed an exit ticket to express what they learned
9.3 Develop self-assessment and reflection
where this was then reviewed and went over the next lesson.
© CAST 2009

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UDL Guidelines – Educator Checklist

I. Provide Multiple Means of Representation: Your notes

III. Provide Multiple Means for Engagement: Your notes

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