CONTENT: what the student needs to learn

PROCESS: how a student makes sense of or understand the information, ideas, skills, etc.

PRODUCT: demonstrations of students’ learning

AFFECT/LEARNING ENVIRONMENT: the way the classroom works & feels (ex. knowing your students)

UDL Guidelines – Educator Worksheet - v. 2

I. Provide Multiple Means of Representation:

Your notes

Representation: The What of Learning

Learners differ in the ways that they perceive and comprehend information that is presented to them.

Provide options for perception

Interact with flexible content that doesn't depend on a single sense like sight, hearing, movement, or
touch.

1.1 Offer ways of customizing the display of information

Utilize different colored overlays for children with dyslexia- Optometrist can administer a visual stress
test

Copy and paste below for information on visual stress for teachers

file:///C:/Users/mtremblay/Downloads/information_on_visual_stress_coloured_overlays1.pdf

Different fonts can be used to assist children with dyslexia- Immersive Reader in Office 365 has text to
speech and dyslexic font- Click on link for more information on Immersive Reader:
https://educationblog.microsoft.com/en-us/tag/immersive-reader/

Text to speech software- We also recommend Immersive Reader and a FREE site
Naturalreaders.comhttps://www.naturalreaders.com/online/ - also has option for Dyslexic font

1.2 Offer alternatives for auditory information

Provide visuals of the information while teaching, rather than only your voice.

Speech to text for reluctant writers.

Provide written transcripts for videos or auditory clips.

Dictation is available on Immersive Reader as well

1.3 Offer alternatives for visual information

Provide information through sound/audio while teaching, rather than only visuals (images & texts).

Use music/songs to teach a topic.

Use tutorials to teach a strategy, say in math for example.

2 Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’
experience and prior knowledge

Send home specific vocab with pictures to have students translate (and conceptualize) with parents at
home

Preview vocabulary, concepts, related materials (and how to use them) (Echevarría, Vogt & Short, 2012)

Station team-teaching with a specialist

Provide graphic symbols with alternative text descriptions

Using various language for each symbol for everyone (i.e., everyone used the Korean word for ‘equal
sign’, not just the Korean students)

Highlight how complex terms, expressions, or equations are composed of simpler words or symbols

Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions,
explanations, illustrations, previous coverage, translations)

Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known
properties and theorems, idioms, academic language, figurative language, mathematical language,
jargon, archaic language, colloquialism, and dialect)

Break apart language (Echevarría, Vogt & Short, 2012)

2.2 Clarify syntax and structure

Clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs,
illustrations, extended expositions or narratives) through alternatives that:

Highlight structural relations or make them more explicit

Make connections to previously learned structures

Make relationships between elements explicit (e.g., highlighting the transition words in an essay, links
between ideas in a concept map, etc.)

Get students physically moving around the room to demonstrate parts of speech / parts of
mathematical equations

Break apart language (Echevarría, Vogt & Short, 2012)

2.3 Support decoding of text, mathematical notation, and symbols

Allow the use of Text-to-Speech

Google Read/Write

Ipad/Mac/Iphone accessibility options

Use automatic voicing with digital mathematical notation (Math ML)

Use digital text with an accompanying human voice recording (e.g., Daisy Talking Books)

Allow for flexibility and easy access to multiple representations of notation where appropriate (e.g.,
formulas, word problems, graphs)

Offer clarification of notation through lists of key terms

Word walls (Math vocab/symbols, etc)

2.4 Promote understanding across language

Make all key information in the dominant language (e.g., English) also available in first languages (e.g.,
Spanish) for learners with limited-English proficiency and in ASL for learners who are deaf

Send home specific vocab with pictures to have students translate (and conceptualize) with parents at
home

Connection with older students to ‘teach’ in a home language (i.e., a high schooler who speaks Japanese
explaining concepts to an elementary student for CAS hours, etc)

Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages

Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and
common terms

Provide electronic translation tools or links to multilingual glossaries on the web

YouTube in home languages

GoogleTranslate / translate apps on devices

Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc)

Native language texts (Echevarría, Vogt & Short, 2012)

English/Native language dictionaries (where available)

Break apart language (Echevarría, Vogt & Short, 2012)

2.5 Illustrate through multiple media

Present key concepts in one form of symbolic representation (e.g., an expository text or a math
equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video,
comic strip, storyboard, photograph, animation, physical or virtual manipulative)

PowToon.com - create comic strips to represent understanding

Story Creator (free iPad app)

Make explicit links between information provided in texts and any accompanying representation of that
information in illustrations, equations, charts, or diagrams

Gestures, body language, pictures, objects (Echevarría, Vogt & Short, 2012)

Acting out greater than, less than with arms like an aligator

3 Provide options for comprehension

3.1 Activate or supply background knowledge

Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery,
concept anchoring, or concept mastery routines)

visualization, retell stories, memories.

Use advanced organizers (e.g., KWL methods, concept maps)

TPE charts,

Pre-teach critical prerequisite concepts through demonstration or models.

Provocations, read alouds, videos, exploration of resources and tools being used.

Bridge concepts with relevant analogies and metaphors.

Using your student’s life examples for deeper understanding. Understanding the culture of your class
and using metaphors that relate to their world (favorite books, movies, shows, activities and so forth)

Make explicit cross-curricular connections (e.g., teaching literacy strategies in the social studies
classroom) Making learning connected through subjects that are high interest to the students.

3.2 Highlight patterns, critical features, big ideas, and relationships

Highlight or emphasize key elements in text, graphics, diagrams, formulas

the importance of finding relevant vs irrelevant information in a way that works for student diversity
(color coding, pinning pages, taking quick notes even quick sketches....

Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept
mastery routines to emphasize key ideas and relationships

how to organise the relevant information in a way that individual students understand and use it, by
giving a choice: mental map, diagrams, drawings, tables

Use multiple examples and non-examples to emphasize critical features

e.g easy to understand what things are not (e.g. peace is no fighting) and turning it into what it is (e.g.
getting along)

Use cues and prompts to draw attention to critical features

Highlight previously learned skills that can be used to solve unfamiliar problems

3.3 Guide information processing, visualization, and manipulation

Give explicit prompts for each step in a sequential process

break down the task into small tasks, give verbal and visual clues

Provide options for organizational methods and approaches (tables and algorithms for processing
mathematical operations)

allow the student to choose what works best for them

Provide interactive models that guide exploration and new understandings

Introduce graduated scaffolds that support information processing strategies

Provide multiple entry points to a lesson and optional pathways through content (e.g., exploring big
ideas through dramatic works, arts and literature, film and media)

“Chunk” information into smaller elements

Progressively release information (e.g., sequential highlighting)

Remove unnecessary distractions unless they are essential to the instructional goa

3.4 Maximize transfer and generalization

Provide checklists, organizers, sticky notes, electronic reminders

Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies,
method of loci, etc.)

Incorporate explicit opportunities for review and practice

Provide templates, graphic organizers, concept maps to support note-taking

Provide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept
maps)

Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.)

Provide explicit, supported opportunities to generalize learning to new situations (e.g., different types of
problems that can be solved with linear equations, using physics principles to build a playground)

Offer opportunities over time to revisit key ideas and linkages between ideas

II. Provide Multiple Means for Action and Expression:

Your notes

4 Provide options for physical action

4.1 Vary the methods for response and navigation

Speech to text options

Choice in what they read

written response option, typed response, recorded responses (SeeSaw records presentation)

Flexible seating

4.2 Optimize access to tools and assistive technologies

Nearpod, Kahwoot, BrainPop, NewsELA(lexile levels can be adjusted), Readworks, Mathletics, IXL,
MobyMax, Scholastic, Reading a-z, Quizlet, MAP tools beyond the test, Who’s Reading, Biblionasium,
Book Taco, SeeSaw

5 Provide options for expression and communication

5.1 Use multiple media for communication

Manipulative, 3d designs, film and music, dance movement, drawing, speech text, Social media,
composing multiple media, interactive web tools (e.g., discussion forums, chats, web design, annotation
tools, storyboards, comic strips, animation presentations)

5.2 Use multiple tools for construction and composition

Spell checkers and grammar checkers, word prediction software, text to speech , recording, human
dictation, calculators, geometric sketch pads, sentence starters, sentence strips, story webs, concept
mapping tools, computer aided design, Writing software, math software, virtual or concrete
manipulatives, web applications.

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

Differentiated models to emulate ex. models that demonstrate the same outcomes using different
approaches, strategies amd skills.

Provide differentiated mentors, teachers and tutors using diff approaches to moderate, guide feedback
and inform

Provide scaffolds that can be gradually realised with increased independence and skills ( embedded into
digital reading and writing software)

Differentiated feedback ( acciblie and individualised)

Multiple examples of novel solutions to authentic problems.

6 Provide options for executive functions

The ability to overcome impulsive, short-term reactions to the environment and instead to long-term
goals, plan effective strategies for reaching those goals, monitor progress, and modify strategies as
needed.

6.1 Guide appropriate goal setting

Guide your learners to develop the skill of effective goal setting, rather than providing goals.

Assist goal setting through:

Scaffolding

Models and examples of the process and product of goal setting

Criteria and checklist for scaffolding goal setting

Visual aids in obvious locations that have the goals, objectives, and schedules

Encourage your student to pause and reflect for a moment before trying to solve a problem.

6.2 Support planning and strategy development

Set a goal, plan a strategy, use engagement e.g ‘stop and think’ to check understanding, break tasks into
achievable scaffolded goals.

Embedded prompts

Engagement of the school community by seeking planning input = ownership

6.3 Facilitate managing information and resources

Guide learners in using graphic organizers for organizing the way they think and learn

Provide students with mechanisms of note-taking

Color coding strategy would be a choice in summarizing different learning

Visible thinking routines would help in visualizing their thinking

6.4 Enhance capacity for monitoring progress

Formative, summative assessments, hinge questions

Allow learners to monitor their own progress effectively and to use that information to guide their own
effort and practice.

Ask questions to guide self-monitoring and reflection

Show representations of progress (e.g., before and after photos, graphs and charts showing progress
over time, process portfolios)

Prompt learners to identify the type of feedback or advice that they are seeking

Use templates that guide self-reflection on quality and completeness

Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer
feedback)

Use of assessment checklists, scoring rubrics, and multiple examples of annotated student
work/performance examples.

III. Provide Multiple Means for Engagement:

Your notes

7 Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

Allowing the learner to choose how their work is recognized (verbal, handwritten, shared with peers,
teachers, parents)

If rewards are used for behavior or ‘small wins’, allow the learner to choose a reward that best fits their
interest (extra recess, 5 minutes with the zen garden, etc.)

Where does the learner want to practice skills or work on a task/activity

What are students interested in within the concept?

Allow the learner to choose how to show their learning - oral, written, graphic design, music, video, etc.

What tools do learners want to use for information gathering? interview, books, internet, articles,
teacher directed, student led?

Allow choice in color, design, or graphics of layouts, etc.

Allow choice in the sequence or timing for completion of subcomponents of tasks

Setting their own personal academic and behavioral goals

7.2 Optimize relevance, value, and authenticity

Vary activities and sources of information so that they can be:

Personalized and contextualized to learners’ lives

Culturally relevant and responsive

Socially relevant

Age and ability appropriate

Appropriate for different racial, cultural, ethnic, and gender groups

BONUS EXAMPLE: use a google survey to gauge level of student interests & backgrounds; share bar-
graph results; strategically partner students for tasks that are differentiated

Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a
purpose that is clear to the participants

Provide tasks that allow for active participation, exploration and experimentation
Invite personal response and evaluation

Use self-reflection for learners to connect with content and activities

Include activities that foster the use of the learner’s imagination to solve novel and relevant problems

Facilitate learner’s making sense of complex ideas in creative ways (act it out!, sing a song, teach it to
someone else, use colors, use visuals, make a model, use graphic organizers, etc.)

7.3 Minimize threats and distractions

Create an accepting and supportive classroom climate: BONUS EXAMPLE: Schoolwide pastoral program
with strategic, intentional, hand-scheduled student cohorts, evaluate the number of classes per day.
Evaluate a “Keeping Safe” curriculum, direct instruction & reflection on the Norms of Collaboration

Vary the level of novelty or risk

Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily
activities and transitions

Creation of class routines

Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules,
and novel events

Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly
routinized activities

Vary the level of sensory stimulation

Variation in the presence of background noise or visual stimulation, noise buffers, number of features or
items presented at a time: BONUS EXAMPLE: White noise on speakers/noise cancelling headphones,
planful use of appropriate sized computer projector.

Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or
sequence of activities. BONUS EXAMPLE:

Vary the social demands required for learning or performance, the perceived level of support and
protection and the requirements for public display and evaluation

Involve all participants in whole-class discussions

8 Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

Content: For those learners, it is important to build in periodic or persistent “reminders” of both the
goal and its value in order for them to sustain effort and concentration in the face of distracters.

In order to sustain effort and concentration in the face of distracters, students can have individualized
checklists to reach their goals at their own time and pace.

modelling the use of time management and organizational support either technological or paper-based,
such as planning apps, gant charts, etc.

Process: Delivering goals and objectives in a variety of ways to ensure all students fully understand what
the goal is and how to get there.

Product: Students following their individualized checklist and achieving their short term goals.

They can also use of hand-held or computer-based scheduling tools and prompts or scaffolds for
visualizing the desired outcome.

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

Content: The students need to learn the importance of collaborative work through group work that can
be given with clear goals, roles, and responsibilities with differentiated objectives.

Provide rubrics, set of rules and expectations for group members so students are capable of utilizing
their strength to complete the task at hand.

Process: Think-Pair- Share- Allows students to think of the task at hand and gives a chance for the
teacher to go around and check that everyone understands what is being asked of them. Pair is a time in
which students have the chance to pair up with their assigned buddy or buddy of their choice to confirm
their understanding of the task or discussion. Share could be the group work stage in which the students
gather together and complete the task together.

Environment: Create a community of collaborative learners within the classroom to encourage peer
interactions and support.

setting a peer-tutor system in the classroom or in the school encourages collaborative thinking and
behaviour between students.

Mother-tongue program for students who are struggling with language barriers.

8.4 Increase mastery-oriented feedback

It’s important for learners that options should be provided in how they build and utilize important skills.

Content: Students need to learn that feedback and reflection is a continuous process and important for
the future.

Process: By developing efficacy and self-awareness, and encourages the use of specific supports and
strategies in the face of challenge.

Product: Students show improvement, and achieving a standard rather than on relative performance

Provide feedback that is frequent, timely, and specific.

Affective/Learning environment: Each student should be given the feedback that is substantive and
informative rather than comparative or competitive.

9 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

CONTENT: what the student needs to learn

PROCESS: how a student makes sense of or understand the information, ideas, skills, etc.

PRODUCT: demonstrations of students’ learning

AFFECT/LEARNING ENVIRONMENT: the way the classroom works & feels (ex. knowing your students)