UDL Guideline Checklist for Projectile Motion Simulation

UDL Guidelines – Educator Checklist
I.      Provide Multiple Means of Representation:	Your notes
1.    Provide options for perception
1.1 Customize the display of information	Feature: Word document allows for change of size, simulation allows for zoom in/out
1.2 Provide alternatives for auditory information	Feature: Could provide screenshots depicting what is to be accomplished
1.3 Provide alternatives for visual information	Barrier- could use Text to speech program
2.    Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Vocabulary was covered prior to simulation. Could introduce vocab cheat sheet
2.2 Clarify syntax and structure	Barrier- no transition words are highlighted or related to previously learned material
2.3 Decode text and mathematical notation	Barrier- no clarification is available, could have list of key terms included
2.4 Promote cross-linguistic understanding	Barrier- no information provided in another language. Simulation only in one language
2.5 Illustrate key concepts non-linguistically	Feature: Could allow students to provide visual clues when explaining a concept or reasoning.
3.    Provide options for comprehension
3.1 Provide or activate background knowledge	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
3.2 Highlight critical features, big ideas, and relationships	Feature: Questions at the end summarize the big ideas, tables also emphasize what the big idea is.
3.3 Guide information processing	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
3.4 Support memory and transfer	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.
II.    Provide Multiple Means for Action and Expression:	Your notes
4.    Provide options for physical actions
4.1 Provide varied ways to respond	Feature: The computer does the recording to time and distance
4.2 Provide varied ways to interact with materials	Barrier-  no such alternatives are present in the lab/classroom
4.3 Integrate assistive technologies	(Not listed on site)
5.    Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students could use screenshots to respond, could have students tweet responses in to a discussion
5.2 Provide appropriate tools for composition and problem solving	Feature: Can use word-processor to check spelling, also could use paint to depict drawings. Simulation uses Java so students have to navigate that.
5.3 Provide ways to scaffold practice and performance	Barrier- Lesson is not differentiated.
6.    Provide options for executive functions
6.1 Guide effective goal setting	Feature: Students are asked to complete three experiments where in each experiment they track different information
6.2 Support planning and strategy development	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.
6.3 Facilitate managing information and resources	Feature: Table provided to collect data sets
6.4 Enhance capacity for monitoring progress	Feature: The simulation tracks the progress of the projectiles so students can easily compare data
III.   Provide Multiple Means for Engagement:	Your notes
7.    Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: The learners can provide written responses or use a screen picture to show their findings
7.2 Enhance relevance, value, and authenticity	Feature: The simulation has a game feel to it where students can aim at the statue and a bulls-eye for targets
7.3 Reduce threats and distractions	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
8.    Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	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
8.2 Vary levels of challenge and support	Barrier- The lesson is not differentiated to the level that it could be.
8.3 Foster collaboration and communication	Feature: Students are asked to work in pairs or small groups
8.4 Increase mastery-oriented feedback	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.
9.    Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Myself, a co-teacher and student aid are all available for help, also provide extra time in class if needed
9.2 Scaffold coping skills and strategies	Barrier- Not explicitly included with the lesson but part of my teaching style
9.3 Develop self-assessment and reflection	Barrier- No feedback form provided but a good idea to add to the class.

© CAST 2009