UDL Guidelines – Educator Checklist
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Your notes
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Barrier: The students only received the content
verbally. By showing the students
examples of the torn book, they can visually see which words had letters and
which ones didn’t.
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Barrier: The students only have the knowledge from
what I told them earlier, so if they have some confusion about concepts, they
didn’t have support. To prevent this
barrier, I could provide an anchor chart that remains in my classroom that we
create together. This will remind the
students of what needs capitalizing.
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Features: The
students know a lot about writing stories and they know that their name needs
to be capital and the start of sentences.
I’m activating this, and then teaching them about the new content.
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Barrier: We worked
together, but I never allowed them support in their processing. An easy modification would be to have
mini-conferences with each student.
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Your notes
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Feature: The children will use the digital story book to
tell the story. They will record their
voice and upload their image.
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Your notes
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Barrier: The
students do not get a choice throughout.
I assign the letters of the alphabet and the assignment. An easy modification would be to allow them
to choose which letter they write a page for.
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Feature: The
students love my son. They get very
excited anytime I use him in my teaching.
Therefore, they will be more likely to be engaged if they have an authentic
audience.
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Barrier: The lesson
had only one expectation for sentence creation. By conferencing with the students, I could
use that time to vary the challenge for individual students.
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Barrier: This
lesson had minimal peer to peer communication. To change that, the children can share and
review their completed sentence to guarantee that it makes sense and it
correct.
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Barrier: The students never assessed
themselves. The children can look at
their work during the conference. As a
whole class, we can assess the accuracy while watching the story book.
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©
CAST 2009
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