ࡱ> kmhij9 Hbjbjnn 4 d d@* * ooooo8$t<pk." ;;;;;;;$?Bb<o   <oo4.<_%_%_% oo;_% ;_%_%9/;_ސ xk:;D<0t<:B]"lB4/;Bo/;  _%     <<#   t<    B         * 5:  HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/" UDL Guidelines Educator Worksheet - v. 2 I. HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation"Multiple Means of Representation:Your notesHYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-perception"Provide options for perceptionREMOVE BARRIERS to LEARNING1.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-perception/offer-ways-of-customizing-the-display-of-information"Offer ways of customizing display of information- powerpoint recorded videos allow stop, start, rewind, speed adjustment -Videos were available across devices to increase accessibility of materials (i.e. could watch in public place with android device and wifi) - use collaborative documents for in-class lectures to allow students to respond to questions and take notes directly on slides -ensure all documents are accessible in online environment (e.g. selectable test for screen reader, size can be easily modified, etc.)1.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-perception/offer-alternatives-for-auditory-information"Offer alternatives for auditory information-close captioning used on in-class videos, online videos - assessments handout: all instructions given verbally are located in one accessible place where expectations of students are clearly outlined1.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-perception/offer-alternatives-for-visual-information"Offer alternatives for visual information- MP4 recordings prepared of a reading using text-to-speech -powerpoint recordings are narrated and captioned - create video recording of review workshop (held outside of class hours) for students who could not be present; posted on Youtube - active learning activities that incorporate kinesthetic learning (e.g. use of straws to demonstrate what it feels like to have obstructive lung disease)HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols"Provide options for language, mathematical expressions, and symbolsSCAFFOLD DECODING and UNDERSTANDING2.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols/clarify-vocabulary-and-symbols"Clarify vocabulary and symbols- course glossary (student created, allow pictorial representation of items)2.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols/clarify-syntax-and-structure"Clarify syntax and structure- re-model assessments handout and lab manual to be more user-friendly, itemized, centralized document containing all essential information - rework all course documentation to be less dense, better organized, more visually inviting/less intimidating -change exam question format for increased clarity of questions2.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols/support-decoding-text-mathematical-notation-and-symbolx"Support decoding of text, mathematical notation, and symbols-course glossary (above) includes acronyms and French abbreviations - use of metaphor where possible and physical representation of abstract concepts2.4 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols/promote-understanding-across-languages"Promote understanding across language-visually represented case studies using multiple intelligences (video, images from online sources or lab manual)2.5 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-language-mathematical-expressions-and-symbols/illustrate-through-multiple-media"Illustrate through multiple media- still offer reading options as alternative to online modules - increased use of images to illustrate written information HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-comprehension"Provide options for comprehensionFOSTER DEEP LEARNING3.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-comprehension/activate-or-supply-background-knowledge"Activate or supply background knowledge- in-class review quizzes (kahoot, plickers) - post powerpoints from prior relevant courses - use of metaphor and analogy3.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-comprehension/highlight-patterns-critical-features-big-ideas-and-relationships"Highlight patterns, critical features, big ideas, and relationships- concept mapping in the classroom, use of multimedia, repetition 3.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-comprehension/guide-information-processing-visualization-and-manipulation"Guide information processing, visualization, and manipulation- use case studies to apply concepts to clinical situations - create online branching scenario case studies to increase tolerance to error/feedback3.4 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-representation/provide-options-for-comprehension/maximize-transfer-and-generalization"Maximize transfer/generalization- apply information to case studies immediately with feedback from peers and teacher.II.HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression"Multiple Means for Action/Expression:Your notesHYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-physical-action"Provide options for physical actionPROVIDE THE TOOLS/Create the platform/environment4.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-physical-action/vary-the-methods-for-response-and-navigation"Vary the methods for response and navigation- collaborative documents allow discussions between students, and teacher over content - make powerpoint video modules more interactive (one-stop/one-click for ease of use and monitoring)4.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-physical-action/optimize-access-to-tools-and-assistive-technologies"Optimize access to tools and assistive technologies- provide scaffolding (instructional video) for use of technology when complicated - provide information about useful resources for students (Read, Write, Gold; Antidote 9.0 bilingual version, readily available speech to text tools)HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-expression-and-communication"Provide options for expression and communicationScaffold appropriate use of PLATFORM/ENVIRONMENT5.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-expression-and-communication/use-multiple-media-for-communication"Use multiple media for communication- provide course handout regarding assignments -availability of teacher through mio, google docs5.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-expression-and-communication/use-multiple-tools-for-construction-and-composition"Use multiple tools for construction and composition- use google docs and slides for creating collaborative work in the classroom Poster presentation, mini-workshops in class,room to improve here5.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-expression-and-communication/build-fluencies-with-graduated-levels-of-support-for-practice-and-performance"Build fluencies with graduated levels of support for practice and performance- from practice to full mock data collection in lab HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-executive-functions"Provide options for executive functionsSCAFFOLD STRATEGIC/PLANNING META-SKILLS6.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-executive-functions/guide-appropriate-goal-setting"Guide appropriate goal setting- student AND TEACHER goal setting for course on day one - transparency of instructional methods and design: model self-improvement and continued learning - transparency of goals per lecture, per unit, for the entire course, and relevance in the program and clinical situations6.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-executive-functions/support-planning-and-strategy-development"Support planning and strategy development- ask for rough draft (for marks) for major assignments - day one and CAT: ask students to come up with plan for success based on self-reflection and goals6.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-executive-functions/facilitate-managing-information-and-resources"Facilitate managing information and resources- Model organization of information using concept grids, ask for reference links to be posted to sources, encourage use of multiple media6.4 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/provide-multiple-means-of-action-and-expression/provide-options-for-executive-functions/enhance-capacity-for-monitoring-progress"Enhance capacity for monitoring progress- collaborative documents facilitate direct, quick teacher and peer feedback and interaction over content -multistage assignment submission allows greater mastery and ongoing feedback from peers and teacher (mock draft workshop, two or more submissions for major assignments) -completion badges on moodle to positively reinforce completion of elements on timeIII. HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement"Multiple Means for Engagement:Your notesHYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-recruiting-interest"Provide options for recruiting interestTHE HOOK: MAKE IT REAL!7.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-recruiting-interest/optimize-individual-choice-and-autonomy"Optimize individual choice/autonomy- allow students to choose from list of topics for group formation in class, case studies7.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-recruiting-interest/optimize-relevance-value-and-authenticity"Optimize relevance, value, & authenticity- use student provided examples from clinical course experience or personal lives to construct case studies (plan to formalize, use for in-class work or assignment) - where student-provided examples not possible, have students find online video footage of patients on which to base case studies -student skills video playlist and peer-teaching activity: student responsibility for peer learning increases value of efforts - engagement mark to reward participation in online learning activities (i.e. google docs, etc.)7.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-recruiting-interest/minimize-threats-and-distractions"Minimize threats and distractions- in-class quizzing: non-threatening way to give quantitative and qualitative feedback regarding student performance - group simulation labs and video playlist: less-intimidating way to provide feedback on performance of practical skillsHYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-sustaining-effort-and-persistence"Provide options for sustaining effort and persistenceGUIDE/DIRECT STUDENT EFFORT: Scaffold sustained effort8.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-sustaining-effort-and-persistence/heighten-salience-of-goals-and-objectives"Heighten salience of goals/objectives-visually represented course outline including my roles and goals as well as students roles -goals/objectives repeated across different documents (i.e. powerpoints, assessments handout, etc.)8.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-sustaining-effort-and-persistence/vary-demands-and-resources-to-optimize-challenge"Vary demands/resources to optimize challenge- post links to resources and references instead of simply listing them (to scaffold information gathering)8.3  HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-sustaining-effort-and-persistence/foster-collaboration-and-communication" Foster collaboration and community- collaborative documents for studying and case studies -rough draft feedback workshop in class8.4 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-sustaining-effort-and-persistence/increase-mastery-oriented-feedback"Increase mastery-oriented feedback- simulation lab before practical exam - spot-check type practical evaluation (increased number of evaluations without taking up more lab time) -student created video-playlist -structure assignment submission with multiple stages including peer and teacher feedback to maximize learning HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-self-regulation"Provide options for self-regulationSCAFFOLD SELF-MOTIVATION META-SKILLS9.1 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-self-regulation/promote-expectations-and-beliefs-that-optimize-motivation"Promote expectations and beliefs that optimize motivation- cover page on exams: modified to be more helpful and encouraging9.2 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-self-regulation/facilitate-personal-coping-skills-and-strategies"Facilitate personal coping skills/strategies- post short video suggesting effective study methods prior to exams9.3 HYPERLINK "https://sites.google.com/site/udlguidelinesexamples/home/multiple-means-of-engagement/provide-options-for-self-regulation/develop-self-assessment-and-reflection"Develop self-assessment/reflection- prior knowledge self-assessment at beginning, middle, and end of course: ask students to set goals, and evaluate whether they have been met - 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