UDL Guidelines Educator Checklist

I was surprised that a lot of the UDL guidelines were already in my lesson. However, there are several barriers that I will consider when revising this lesson plan. It is important to make my lessons flexible in order to best meet the needs of all of my students.

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception	Barrier: information not perceivable through vision, hearing, and touch
1.1 Customize the display of information	Feature: text features and audio can be adjusted
1.2 Provide alternatives for auditory information	Feature: teacher response, student response, song played
1.3 Provide alternatives for visual information	Barrier: parts of speech not visually displayed
2. Provide options for language and symbols	Barrier: information not visible
2.1 Define vocabulary and symbols	Barrier: symbols not given for terms
2.2 Clarify syntax and structure	Barrier: students may be unclear on how a noun, verb, and adjective can fit into a sentence
2.3 Decode text or mathematical notation	Barrier: does not offer Text-to-Speech
2.4 Promote cross-linguistic understanding	Barrier: does not provide non-English or symbol support
2.5 Illustrate key concepts non-linguistically	Feature: presents parts of speech in song
3. Provide options for comprehension	Feature: provides scaffolding
3.1 Provide or activate background knowledge	Feature: discuss and review different parts of speech to link to prior knowledge
3.2 Highlight critical features, big ideas, and relationships	Feature: highlights previously learned skills
3.3 Guide information processing	Feature: gives explicit prompts for each step
3.4 Support memory and transfer	Feature: offers time to revisit key ideas on blog
II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action	Feature: offers physical action and interaction
4.1 Provide varied ways to respond	Barrier: only 1 response option given for each task
4.2 Provide varied ways to interact with materials	Feature: discussion, writing on paper, typing words on computer, forming sentences on blog
4.3 Integrate assistive technologies	Barrier: students may not have fine motor skills to write or use the computer
5. Provide options for expressive skills and fluency	Barrier: does not offer multiple ways to express answers
5.1 Allow choices of media for communication	Barrier: gives 1 option for communication
5.2 Provide appropriate tools for composition and problem solving	Barrier: sentence starters not provided
5.3 Provide ways to scaffold practice and performance	Feature: differentiated feedback given
6. Provide options for executive functions	Feature: skills scaffolded
6.1 Guide effective goal setting	Feature: provide examples of process
6.2 Support planning and strategy development	Barrier: does not provide checklists
6.3 Facilitate managing information and resources	Feature: provides templates for data organization
6.4 Enhance capacity for monitoring progress	Feature: provides peer feedback
III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest	Feature: offers learners choices based on interest
7.1 Increase individual choice and autonomy	Feature: students choose own words
7.2 Enhance relevance, value and authenticity	Feature: students use words to form sentences of their choice
7.3 Reduce threats and distractions	Barrier: throwing paper on the ground may be a distraction
8. Provide options for sustaining effort and persistence	Feature: multiple tasks to build self-regulation
8.1 Heighten salience of goals and objectives	Feature: divides long-term goal into short objectives
8.2 Vary levels of challenge and support	Feature: students may choose complexity of words and sentences
8.3 Foster collaboration and communication	Feature: students share words in Google spreadsheet and share sentences on class blog
8.4 Increase mastery-oriented feedback	Feature: provides specific feedback
9. Provide options for self-regulation	Feature: supports learners to support engagement
9.1 Guide personal goal-setting and expectations	Barrier: does not encourage self-regulation goals
9.2 Scaffold coping skills and strategies	Barrier: does not provide models for managing frustration
9.3 Develop self-assessment and reflection	Feature: Students reflect on own and others’ sentences