This document provides a template for an assignment focusing on applying Universal Design for Learning (UDL) principles to an educational activity that incorporates technology. The template includes sections for describing the activity goals, technologies used, an evaluation of how the technologies address UDL guidelines, and a reflection on implementing UDL.
This document provides a template for an assignment focusing on applying Universal Design for Learning (UDL) principles to an educational activity that incorporates technology. The template includes sections for describing the activity goals, technologies used, an evaluation of how the technologies address UDL guidelines, and a reflection on implementing UDL.
This document provides a template for an assignment focusing on applying Universal Design for Learning (UDL) principles to an educational activity that incorporates technology. The template includes sections for describing the activity goals, technologies used, an evaluation of how the technologies address UDL guidelines, and a reflection on implementing UDL.
This document provides a template for an assignment focusing on applying Universal Design for Learning (UDL) principles to an educational activity that incorporates technology. The template includes sections for describing the activity goals, technologies used, an evaluation of how the technologies address UDL guidelines, and a reflection on implementing UDL.
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CEP 416-Universal Design for Learning Template
For this assignment, you will focus on the technologies that you picked for last week's activity, and you will make sure that they comply with UDL principles. Remember that simply using technology in the classroom is not enough; we want to purposefully think about how technology enhances learning and how we can best plan it into our activity to achieve intended learning goals.
YOUR NAME: Marisa Ellsworth
ACTIVITY GOAL(S): By the end of the activity, my students should be able to find equivalent fractions and also be able to solve them in more than one ways.
TECHNOLOGIES USED FOR ACTIVITY (please provide a URL link to it if applicable): Ipads and Chrombooks. The website we will be using is http://www.abcya.com/equivalent_fractions_bingo.htm
UDL CHECKLIST (adapted from CAST UDL curriculum self-check)
Flexible media and materials play an essential role in helping students achieve activity/lesson goals. The principles below help you consider what could/could not work for all your students with the media and materials included in your activity.
UDL principle Example Explain how the technology you picked
for the activity provides that? (add URL links, descriptions, screenshots, etc if necessary) There is sound in the game but its just Multiple and varied media are used Text, images, graphics, audio, background music. Also the game shows the to present concepts and content video, and multimedia different fractions as images.
For the game there is no way to add
Materials and media provide visual Captions for videos, text outlines captions because its all done through equivalents for auditory information for lectures, text-to-speech or pictures. For my lecture before the game I and vice versa as needed digital voice tools for text can have a text outline of what is being said
I can have a provided glossary definition of
Options for diverse Hyperlinked multimedia glossary all of the words and such I will be using linguistic/language abilities are definitions; foreign language during the activity. I will for sure make sure I provided in materials and media translations; language modality have a translator for ASL if needed. translationsASL/speech
I will have already have a checklist of the
Visual organizers, rubrics, and Using advanced organizers activity in order of our we will complete the checklists are available to help activity for those students who need to see it students to learn, plan, and complete visually lessons
The students will self-reflect during the game
Materials and media are designed to Comparing work over time and each time try to get a better score. help students monitor their own during the activity, picking their progress and promote self-reflection best work, choosing new personal goals
The game that we will be using allows me to
Materials and media provide More structured vs. open-ended change how hard it is for the students, with students with varied levels of tasks in the activity, different the students who need more of a challenge I challenge and support to address levels of difficulty will change their setting to hard. diverse abilities and challenges
EVALUATION
Based on your responses, how would you modify your media and materials to address the diverse challenges, talents, and preferences of your students? (answer one)
If your technology provides support for UDL principles (e.g., 4 out of 6 principles), what are other student challenges or preferences that you could anticipate in this activity? o My activity is hard to change for any students who might be blind so if I do run into this situation I would already have a game similar to what the class is doing but it would be a verbal game instead of on the iPad.
If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would you modify your media and materials to address the diverse challenges, talents, and preferences of your students?
REFLECTION (participation points for this week).
Briefly describe your thoughts about the UDL-ization process:
1) How is UDL changing how you view technology for teaching and learning? Changing my lesson plan for UDL can be hard but it opens my eyes to all of the different possibilities that I could have in my classroom and that I need to be prepared to attended to all of my students needs without making them feel left out of the activity.
2) How will you implement UDL in your future classroom?
Its hard to tell how I will implement UDL in my classroom because I will need to see what my students needs are in order to accommodate them using UDL.
