 |
| Clinton's Wikipedia Page |
UDL
Guidelines – Educator Checklist
|
||
I. Provide Multiple Means of
Representation:
|
Your notes
|
|
Feature: Word document allows for change of size,
simulation allows for zoom in/out
|
||
Feature: Could provide screenshots depicting what is to be
accomplished
|
||
Barrier- could use Text to speech program
|
||
Feature: Vocabulary was covered prior to simulation. Could
introduce vocab cheat sheet
|
||
Barrier- no transition words are highlighted or related to
previously learned material
|
||
Barrier- no clarification is available, could have list of
key terms included
|
||
Barrier- no information provided in another language.
Simulation only in one language
|
||
Feature: Could allow students to provide visual clues when
explaining a concept or reasoning.
|
||
Feature: Before the lesson is taught students already have
completed the outline for this unit and use of warm-up to make sure they are
prepared for the lesson
|
||
Feature: Questions at the end summarize the big ideas,
tables also emphasize what the big idea is.
|
||
Feature: Tables are given, and then students are asked to
make a relationship based on the information in the table. Barrier- could show students how to use a
computer application to do a linear regression
|
||
Feature: Students are asked at the end of the lesson which
will hit the ground first, a bullet shot horizontally or one dropped from the
same height? (Ans. Neither, they hit at the same time). Students are expected to incorporate free
fall material learned before this lesson.
Barrier- to have a better discussion as how this relates to the
previous lesson.
|
||
Your notes
|
||
Feature: The computer does the
recording to time and distance
|
||
Barrier- no such alternatives are present in the
lab/classroom
|
||
(Not listed on site)
|
||
Feature: Students could use
screenshots to respond, could have students tweet responses in to a
discussion
|
||
Feature: Can use word-processor to
check spelling, also could use paint to depict drawings. Simulation uses Java
so students have to navigate that.
|
||
Barrier- Lesson is not differentiated.
|
||
Feature: Students are asked to
complete three experiments where in each experiment they track different
information
|
||
Feature: In the introduction to
each experiment I ask students to think about what they are going to try and
collect during each step and what the reasoning might be.
|
||
Feature: Table provided to collect
data sets
|
||
Feature: The simulation tracks the
progress of the projectiles so students can easily compare data
|
||
Your notes
|
||
Feature: The learners can provide written responses or use
a screen picture to show their findings
|
||
Feature: The simulation has a game feel to it where
students can aim at the statue and a bulls-eye for targets
|
||
Feature: NO real use of cannons is involved, students use
computer simulations. No noise and
website is very focused at the task and no advertisements are present
|
||
Feature: The students have to complete a write up of their
conclusions in which they are expected to restate the goals and how they met
them
|
||
Barrier- The lesson is not differentiated to the level
that it could be.
|
||
Feature: Students are asked to work in pairs or small
groups
|
||
Feature: Students are asked to complete a write-up or
summary after each experiment where they identify patterns and where they
might have gone wrong.
|
||
Feature: Myself, a co-teacher and student aid are all
available for help, also provide extra time in class if needed
|
||
Barrier- Not explicitly
included with the lesson but part of my teaching style
|
||
Barrier- No
feedback form provided but a good idea to add to the class.
|
||
