Alex Howell, Brooke Tenley,

Georgia Tragas, Kappy Kapfer

DIFFERENTIATION: Project Reflection Sheet for UDL Educators:
Checklist
How did you use technology to implement the 9 UDL guidelines? Explain in
the nine boxes below.
Resave the file as Group # UDL checklist
I.
Provide Multiple Means of
Representation:
1.
Provide options for
perception
1.1 Offer ways of customizing
the display of information
1.2 Offer alternatives for auditory
information
1.3 Offer alternatives for visual
information
2.
Provide options for
language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and
mathematical notation, and
symbols
2.4 Promote understanding across
language
2.5 Illustrate through multiple
media

3.
Provide options for
comprehension

Your notes

1.1: We used a video of the reading,

instead of using an actual book, which
offers a different way to display the
information in the lesson especially for
visually impaired students.
1.2: By using a Youtube video of the
reading of the book, we allow for all
students to hear clearly The Hat.
1.3: There is not a huge alternative,
especially since the lesson is on reading
and being able to ask and understand
questions.
2.1: The YouTube video with the reading
of The Hat is read in a very clear manner.
2.2: Words are enunciated clearly while
reading the book.
2.3: The students decode the text
themselves by asking questions,
before,during, and after the reading.
2.4: Sadly the book is in English, so it
may be difficult for English Learners or
those who do not speak English.(But the
book does have pictures that illustrate
what is happening in the book, so this
may help.)
2.5: We use a YouTube video to have the
book shown on a large screen page by
page as it is read aloud. We also have the
Students do virtual worksheets as well.
So a tablet is used and Digital Media
(aka: video) Power point is also used to
describe the lesson and introduce the
lesson itself.
3.1: This is done via our attention
grabber and introduction to the text. The

3.1 Activate or supply background

knowledge
3.2 Highlight patterns, critical
features, big ideas, and
relationships
3.3 Guide information processing,
visualization, and manipulation
3.4 Maximize transfer and
generalization

II. Provide Multiple Means for

Action and Expression:
4.
Provide options for physical
action
4.1 Vary the methods for response
and navigation
4.2 Optimize access to tools and
assistive technologies

5.
Provide options for
expression and communication
5.1 Use multiple media for
communication
5.2 Use multiple tools for
construction and composition
5.3 Build fluencies with graduated
labels of support for practice and
performance

students are asked questions like Who

has worn mittens before? or Why do
you think they are so easy to lose?
3.2 The big idea being highlighted here is
the relationship between a story and the
questions it inspires.
3.3 This information is guided via our
example questions and the suggestions
of beginning questions with who, what,
why, etc.
3.4 This is accomplished through the
open discussion between the students
and teachers during the planned breaks
in the story.
Your notes
4.1 Because we have a diverse
classroom accommodations must be
made for various students. For example,
an ELL learner is provided with the book
in their native language as a means for
more effective navigation.
4.2 The lesson itself utilizes technology
for both the teachers benefit and the
students. Each student is using a tablet
during the lesson and a youtube video is
playing at one point. The students
notepads are linked to the teachers
computer for an effective method of
assessment post-lesson.
5.1: The media used was digital media
as well as printed materials. To engage
the visual,auditory, and hands on
learners.
5.2: Several tools were used for the
construction and composition of the
lesson. ScreenCast was used to record
the video of The Hats reading. And
YouTube was used for it to be uploaded
onto for easy use, for now as well as the
future. Powerpoint was used to bring the
ideas together as a whole to present to
the class.
5.3: This lesson does indeed build
fluencies with graduated labels of
support. By having the students start
asking questions on a very simple book

like The Hat, we are opening up a child's

mind, but if you continue to have them
read and comprehend and ask questions
the questions they ask and their
reading comprehension will become
more thoughtful and educated over
time. This will allow a teacher to
introduce more difficult books over time
and building up the students knowledge
in this area.

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
6.4 Enhance capacity for
monitoring progress

III. Provide Multiple Means for

Engagement:
7.
Provide options for
recruiting interest
7.1 Optimize individual choice and

6.1: Students will be able to place their

own goals in their assignments. For this
lesson students who require scaffolding
will receive it from the instructor to help
them reach their goal of finishing the
assignment or any realistic goal.
Students who are having trouble will be
encouraged to set their own goal to
complete as much as they can so they
may continue their work the next class.
6.2: Students who require help with
planning their goals will have their own
check-list of things to complete. The
teacher will help struggling students
come up with their own plan to finish
their work by setting short-term
objectives to achieve their long-term
goals.
6.3: The teacher will be able to collect
data on student work to understand
student comprehension. The teacher will
also help these students with note-taking
strategies.
6.4: The teacher will give students
appropriate feedback on their work on
where they can improve. The instructor
will guide self-monitoring and reflection,
show student progress, help students ask
for help, and create guides for their own
self-reflection.
Your notes
7.1: Students will have options on their
learning objecting and have the ability to
choose one that is obtainable to them.

autonomy
7.2 Optimize relevance, value, and
authenticity
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
8.3 Foster collaboration and
community
8.4 Increase mastery-oriented
feedback

9.
Provide options for selfregulation
9.1 Promote expectations and
beliefs that optimize motivation
9.2 Facilitate personal coping skills
and strategies
9.3 Develop self-assessment and
reflection

7.2: Students will be more engaged by

being motivated by real life experiences
and personalized questioning. Students
will be able to share their real life
experiences during the reading and when
asked about their knowledge on mittens
before the mittens are passed around the
students.
7.3: The classroom will be a safe
environment for all students. Each
student will feel comfortable sharing,
talking, and trying new things. THe
classroom will be very supportive and a
positive environment for all children. No
student will feel left out or segregated. In
the lesson it is asked if students know
about any of the animals or items, like
snow, in the story and if not we as a class
can inform them in a kind manner.
8.1: Students will have several motives for
achieving their goal either by reward or
personal growth.
8.2: Students will have differentiation in
difficulty of their work. If the work is too
challenging then scaffolding may be used
to help them achieve their goal of
completing their work. Students will also
have freedom in their answering.
8.3: Students will have several
opportunities to work with others. They
will be able to build teamwork experiences
that will carry with them to their future
and their careers.
8.4: Students will be provided feedback so
that they may strive for self improvement
in their work.
9.1: Students are motivated by being
encouraged to answer their peers
questions.
9.2: If students give an incorrect answer,
the teacher or student who asked the
question can give positive
encouragement or give them an idea as
to how to change their answer.
9.3: Students can work together to help
each other peer edit questions. The
teacher can also grade the questions,

and have students look over the

assignment again to revise and make
changes. This way, students can review
their work and see what they need to
improve on.
Final Questions

Your Reflections

How did you integrate technology into

the goals, materials, methods, and
assessment for this lesson to improve
students understanding of content?

Showing the students a video of the

story being read as opposed to
having the teacher read the story to
them gives them a new experience.
They become so used to listening to
the teacher read, so listening to a
new voice could be a good change.
The students got to watch the story
like a video, which is probably more
interesting to them than a physical
book. It was also a new way for
students to use technology. Using
the tablets to write or type their
questions gives them practice with
technology while simultaneously
keeping them more engaged in the
lesson than they would be with a
pencil and paper. This lesson could
easily be done without technology,
but it is just as easy to integrate
technology to enhance the lesson.

What technology was used? By whom?

Why was this appropriate technology
to integrate?

For our lesson we used a Screencast

and tablets. The teacher made the
Screencast, which the students
watched and listened to to read a
book. This technology was
appropriate because it provided a
new experience for the students
rather than having them just listen
to the teacher reading a story. It
worked for both the special needs
students and mainstream students.
The student with a visual
impairment gets to hear the book
read aloud, and the student with
ADHD gets to watch the book in a
video to keep his attention. The
mainstream students benefit from
being able to watch and hear the
story being read to them via video
because it also keeps their

attention. The students used the

tablets to write or type their
questions about the story. They
were given the option to write or
type to accommodate whichever
worked best for them. Being able to
use tablets for their questions
compared to a pencil and paper
makes it easier for them to erase or
change what they have written. It
also gives them practice with using
the technology that they will be
using more in the future.