UDLmodule

UDL Module (due 7/19)
Students will work in their learning teams to complete the online module located at [] and analyze a lesson for UDL Principles. The assignment will be posted on the class wiki and will also include a podcast that summarizes key findings and understandings. Responses to the discussion questions should be posted to each students’ blog individually.

Cheetahs
We based our review on a lesson plan found on the “Read Write Think” website. ( [] ) This instructional unit targeted 9th to 12th grade students over 7 to 10 fifty minute time periods. The overall objective was to raise the students’ awareness about American authors. Throughout this process the students were to use research strategies to acquire knowledge. The students’ then used communication skills to present their findings through different ways of multimedia to their peers. Students used the KWLS and writing log to document their research progress. Once the information was gathered students created visual displays to a presentation panel. Students also participated in a author mixer in which they acted out their biographical characters.
 * A Biography Study: Using Role-Play to Explore Authors' Lives **

The visual display, as a part of the panel presentations, aided their process of visualizing and manipulating information. ||
 * UDL Guidelines – Educator Checklist Version 2 ||
 * **I. ** [|**Provide Multiple Means of Representation:**] || **Your notes ** ||
 * # [|Provide options for perception] ||  ||
 * **1.1 ** [|Offer ways of customizing the display of information] || Display of information and research found can be customized through the use of different visual displays and presentations. ||
 * **1.2 ** [|Offer alternatives for auditory information] ||^  ||
 * **1.3 ** [|Offer alternatives for visual information] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for language, mathematical expressions, and symbols] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">2.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Clarify vocabulary and symbols] || <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9.5pt;">The KWLS chart and opportunity to use the interactive Timeline Tool to arrange the information on a graphic organizer provided a way to structure the information. Students use verbal and written communication with aid from technology promoted options for language. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">2.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Clarify syntax and structure] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">2.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Support decoding of text, and mathematical notation, and symbols] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">2.4 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Promote understanding across language] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">2.5 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Illustrate through multiple media] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for comprehension] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">3.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Activate or supply background knowledge] || <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9.5pt;">Students’ prior knowledge and interest were activated when they were asked to compile a list of significant American authors they recognized and select one that they would like to research. The teacher’s instruction to write a log including important details about the author's life guided their information processing and understanding of their research.
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">3.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Highlight patterns, critical features, big ideas, and relationships] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">3.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Guide information processing, visualization, and manipulation] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">3.4 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Maximize transfer and generalization] ||^  ||
 * **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">II. ** [|**Provide Multiple Means for Action and Expression:**] || **<span style="color: #eaeaea; font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">Your notes ** ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for physical action] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">4.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Vary the methods for response and navigation] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">A variety of methods for responding to the information they found on their author was offered through making a visual display and a Biopoem. Students were given a hands-on activity to move around the classroom portraying their author. These options for physical action support bodily-kinesthetic learners. Students are given the chance to access tools from home, the classroom, and computer lab, which include assistive technologies. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">4.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Optimize access to tools and assistive technologies] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for expression and communication] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">5.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Use multiple media for communication] || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 9pt;">Multiple opportunities for students to use websites such as Distinguished Women of Past and Present, American Collection: American Writing Gateway, Biography.com Writing, making a visual display, and then acting as the author ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">5.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Use multiple tools for construction and composition] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">5.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Build fluencies with graduated labels of support for practice and performance] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for executive functions] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Guide appropriate goal setting] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">KWLS chart helps them monitor their own progress and they become responsible for their own learning. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Support planning and strategy development] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Facilitate managing information and resources] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.4 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Enhance capacity for monitoring progress] ||^  ||
 * **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">III. **[|**Provide Multiple Means for Engagement:**] || **<span style="color: #eaeaea; font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">Your notes ** ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for recruiting interest] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">7.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Optimize individual choice and autonomy] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The students were able to select their own author and choose their visual display used in the presentation panel, as well as their props used during the author mixer. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">7.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Optimize relevance, value, and authenticity] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">7.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Minimize threats and distractions] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for sustaining effort and persistence] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">8.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Heighten salience of goals and objectives] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Collaboration and community was fostered through their chance to share what they learned about their author during the presentation panel and author mixer. Several resources were required to be used such as classroom and library texts. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">8.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Vary demands and resources to optimize challenge] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">8.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Foster collaboration and community] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">8.4 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Increase mastery-oriented feedback] ||^  ||
 * # <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 9pt;">[|Provide options for self-regulation] ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">9.1 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Promote expectations and beliefs that optimize motivation] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The KWLS chart created a systematic way for the students to monitor their own research process as they acknowledge what they learned and what they still needed to learn. The log that they wrote in throughout the process provided reflection of the information that they learned about their author. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">9.2 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Facilitate personal coping skills and strategies] ||^  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">9.3 ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Develop self-assessment and reflection] ||^  ||

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<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The Fluffy Bunnies
Max Albinson – Researcher Mark Muneses – Designer Joe Delozier – Editor

Our lesson plan came from the Utah Education Network. ([]) This lesson was designed for 7th grade math, with the objective being for the students to learn how to “determine measurements in metric and customary units using appropriate tools and formulas.” This is accomplished through the use of song and dance, vocabulary worksheets, foldable tool, and a game.

** UDL Guidelines – Educator Checklist Version 2 **

**I. Provide Multiple Means of Representation** **1. Provide Options for Perception** __Features__: A vocabulary worksheet “Metric and Customary Common Benchmarks” and a six-flap foldable measurement worksheet offer additional visuals to appeal to students’ different methods of comprehension and understanding. (Checkpoint 1.1) __Features__: The use of song and dance in Lesson Segment 1 provides alternatives to text from overhead projector. (Checkpoint 1.3)

**2. Provide Options for Language, Mathematical Expressions, and Symbols** __Features__: The Metric and Customary Common Benchmarks worksheet pre-teaches vocabulary and symbols, and promotes connections to the learners’ experience and prior knowledge. (Checkpoint 2.1) __Features__: The six flap foldable customary measurements worksheet, TI-73 calculators and the State Core Math 7 Class Reference Sheet are used to support decoding of mathematical notation. (Checkpoint 2.3)

**3. Provide Options for Comprehension** __Features__: The “Metric and Customary Common Benchmarks” worksheet uses background knowledge to build the student’s understanding of weight, volume and distance. This helps them make connections to perceiving measurements of greater and lesser degrees as their learning progresses. (Checkpoint 3.1)

**II. Provide Multiple Means for Action and Expression** **4. Provide Options for Physical Action** __Features__: This lesson uses physical action in both the song and game portions of the lesson. After each verse the students point to various things in the classroom that can be measured using one of the aforementioned measurements. In the game, students move around the room to explain their process to other groups of students. (Checkpoint 4.1)

**5. Provide Options for Expression and Communication** __Barriers__: Other than using a TI 73 calculator to convert various units, there is no electronic technology used in the lesson. Thus, students are unable to use media to express, communicate or develop their understanding of the lesson.

**6. Provide Options for Executive Functions** __Marginal Features__: This lesson helps learners plan and strategize by using cognitive “speed bumps” in both the song and game segments. After each verse the students must “stop and think” then point to various things in the classroom that can be measured using one of the aforementioned measurements. In the game, students go to other groups to “show and explain” their process to that group of students. (Checkpoint 6.2) __Barriers__: There are no significant options for executive functions. This lesson does not develop the student’s goal setting, planning or strategy for further development of the material.

**III. Provide Multiple Means for Engagement** **7. Provide Options for Recruiting Interest** __Barriers__: This lesson does not provide the students with any real options for individual choice and autonomy, nor does it have any person relevance to the student. The students follow a regimented course of instruction in which they do what the teacher instructs them to do. The only choice that the students have is which color square to select in the “game.” Likewise, there is no motivation for the students to master the material.

**8. Provide Options for Sustaining Effort and Persistence** __Marginal Features__: This lesson encourages and supports opportunities for peer interactions and supports in Lesson Segment 2 where students work together to complete the Metric and Customary Benchmarks worksheet and then discuss and show examples, as well as in the game, where a student explains to another team how to do the problem. (Checkpoint 8.3) __Barriers__: In this lesson students follow a regimented course of instruction in which they do what the teacher instructs them to do. The only choice that the students have is which color square to select in the “game.” The lesson does not involve any significant collaboration or discussion to develop understanding of the concepts.

**9. Provide Options for Self-Regulation** __Barriers__: There is no use of scaffolding evident in this lesson. Students are presented with no opportunity to reinforce the lesson through continued learning outside of the classroom and there is no means for students’ self-assessment.

**Here is the link to our podcast:** []

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Iguanas
Angi-Researcher Dave-Designer Julia-Editor **Picturing Modern America 1880 - 1920: Historical Thinking Exercises for Middle and High School Students (@http://cct2.edc.org/PMA/)** 2.3 PMA works with visual imagery and text. The site uses pictures to assist students with decoding text and promoting understanding. 3.3 The lesson allows students to generate an idea or hypothesis and confirm or refute it through an interactive exploratory process. It provides multiple pathways through which students can explore big ideas and make connections. When students complete a section they can compare their results with the actual history of the image as collected by the American Memory archives. Students can also compare their research with peers and instructors. 4.2 The lesson optimizes the access to tools and assistive technologies. The whole lesson is basically as assistive technology. Each topic or section you can click on has a help section if you need assistance. 5.3 The interactive “fact finding mission” has levels of support, the student can do it all on their own. They can also press the help button and the website will give clues on what to look for. Students can gradually work on completing the challenges on their own. 6.1 The website has the goals for each mission clearly stated before you even start. Students can clearly see what they are supposed to do and how they are supposed to do it. 6.4 The lesson allows students to monitor their progress by showing them the answers they have gotten correct and the things that they need to take a second look at. 7.1 The Image Detector initially allows students to select a question about an image they see from a list of questions or they can make up their own. The pictures do not include text and students are given the opportunity to make notes or “collect clues” as to how they interpret the image before telling them the details about the picture. This can be used to increase student interest because they are more in control of the specific information they are learning and it can build some suspense as to the answer to their question. 8.3 There is a lot of information on this site and if a student becomes engaged they will have a variety of images to study and learn more about America in this time period. Students can compare answers to that of other students in their age range which may increase their interest in responding to the questions. 9.3 The module allows students to work at their own pace which teachers could use to encourage time management (for example, if the teacher were to ask students to complete certain sections within a specified time frame). In addition, the written work seems to be self-monitored as there does not appear to be a way to collect all of the responses to a single form or area and transmit them to the instructor. The multiple prompts to write down the initial thoughts of students and then compare them to the information provided also gives students an opportunity to check their prior knowledge or assumptions to factual information which serves as a sort of self-test in the material. || 1.2 Although visual imagery is a major focus of this lesson, the site does not provide audio recordings. Additionally, the font size for the text is small and cannot be adjusted which poses complications for visually impaired students. 4.1 The lesson is not very diverse with its methods for navigation. The only way to complete the lesson is to complete the online ‘fact finding mission.’ This may be problematic for students who are not comfortable with computers or the internet. 6.2 The lesson doesn’t give any strategies for students using the website. They don’t say where the students should start their ‘mission’ or where they should end. 7.3 As mentioned, there are no audio components to this feature which can prevent some students from benefiting fully from this or accessing it entirely. 8.2 Many of the images are smaller and the module asks students to respond in writing frequently. After the first few written responses students mat lose interest as this appears to just be a digital textbook in that way. Also, the “Exhibit Builder” link does not work (neither does the advertisement link in the section on women’s changing roles) which can influence student motivation to persist through the module. 9.1 As answers to questions are not compiled into a single area it could seem pointless to the student to complete the activities. If the student is not engaged in the activities, self-regulation will not o ccur. ||
 * Features || Barriers ||
 * 1.3 Picturing Modern America (PMA) relies heavily on stoking student interest through examining visual images.

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 * Jake-Researcher **


 * Maggie- Designer **


 * Sarah- Editor **


 * The lesson plan we chose to evaluate came from the “readwritethink” website and is called “A Biography Study: Using Role-Play to Explore Author’s Lives.” It is intended for grades nine through 12. The lesson uses clever techniques to convey and learn information that helps meet many of the UDL guidelines. The students choose an American author they want to research and throughout the lesson they will have created timelines and biopoems, collaborated in teams to design and perform a panel presentation, dressed up and role-played as authors, and summarize what they’ve learned in essay form. The lesson does a great job of providing multiple means of representation. By dressing up, writing essays, making posters, and discussing, several different options for perception and visual information are being displayed. The KWL charts certainly activate background knowledge. Providing multiple means of action and expression are also quite prevalent in this lesson. When the students make posters, discuss one-on-one, make their group panel, and role play, it allows various ways to respond and interact with materials. The lesson also uses an application that assists in their construction of the timeline which is clear indication of integrating assistive technology. By building upon previous work each week to create the panel, students are provided ways to scaffold practices. The final guideline, provide multiple means of engagement, is also well met. Students may select any American author of their choice, which helps create interest and individual choice. The group panel will foster collaboration and communication while the timeline is a textbook example of personal goal setting and expectation. This lesson truly does a great job of meeting many of the guidelines. **
 * **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">UDL Guidelines - Educator Checklist ** ||
 * **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">I. **[|**Provide Multiple Means of Representation**] || **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">Your notes ** ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">1. **[|**Provide options for perception**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">1.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Customize the display of information] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt 6pt 6pt 0in;">Features: Students will dress up as actors, have written posters, discuss information ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">1.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide alternatives for auditory information] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students can present one at a time, have one-on-one presentations with classmates, and will work in groups of 3-5 for a final group presentation ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">1.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide alternatives for visual information] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will be dressed up as authors, as well as provide posters that have detailed information, and final present an “author pa el presentation” ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">2. **[|**Provide options for language and symbols**] || Barriers: In general, the lesson will not be focusing on these aspects, but it could be tweaked to do so. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">2.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Define vocabulary and symbols] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Barriers:Students will have access to online research sites to assist with this ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">2.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Clarify syntax and structure] ||   ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">2.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Decode text or mathematical notation] ||   ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">2.4 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Promote cross-linguistic understanding] ||   ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">2.5 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Illustrate key concepts non-linguistically] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Dressing up as authors ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">3. **[|**Provide options for comprehension**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">3.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide or activate background knowledge] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will choose authors that they have previously read the work of, and will create KWLS charts ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">3.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Highlight critical features, big ideas, and relationships] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will be given key questions and topics to address, encompassing these areas ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">3.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Guide information processing] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will have charts and guidelines to make sure they are gathering and understanding research correctly ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">3.4 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Support memory and transfer] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: The different presentations and group discussions will assist in memory of the knowledge being learned ||


 * **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">II. **[|**Provide Multiple Means of Action and Expression**] || **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">Your notes ** ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">4. **[|**Provide options for physical action**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">4.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide varied ways to respond] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Posters, one-on-one discussion, group panel ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">4.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide varied ways to interact with materials] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will either interact with one another in character, or watch as other students present ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">4.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Integrate assistive technologies] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Using technology for research, use of “Timeline” application to keep students on track, students will preview other student’s work on “U.S. Literary Project” site ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">5. **[|**Provide options for expressive skills and fluency**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">5.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Allow choices of media for communication] || Barriers: This is limited to face-to-face interactions, could be improved by incorporating different technologies ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">5.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide appropriate tools for composition and problem solving] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will be given specific ideas for research, allowed to use computers for word processing ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">5.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Provide ways to scaffold practice and performance] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will build upon previous work every week, eventually ending with the group panel ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">6. **[|**Provide options for executive functions**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">6.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Guide effective goal setting] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Use of “Timeline” will assist in this and keeping the students on track ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">6.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Support planning and strategy development] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Use of “Timeline” will assist in this ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">6.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Facilitate managing information and resources] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Specific resources will be specified an bookmarked for students to use ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">6.4 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Enhance capacity for monitoring progress] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Use of “Timeline” will assist in this ||


 * **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">III. **[|**Provide Multiple Means of Engagement**] || **<span style="color: white; font-family: 'Times','serif'; font-size: 13px;">Your notes ** ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">7. **[|**Provide options for recruiting interest**] || Features: Students will be motivated and interested by be allowed to dress up and act as the author of their choosing ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">7.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Increase individual choice and autonomy] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will choose their author independently ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">7.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Enhance relevance, value and authenticity] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will cut out “dry” information from presentations and discussions, authenticity will be promoted through realistic dress-up and discussion ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">7.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Reduce threats and distractions] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students will be motivated and have less distractions due to the exciting and different nature of this lesson ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">8. **[|**Provide options for sustaining effort and persistence**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">8.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Heighten salience of goals and objectives] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features:“Timeline” will keep students on track and meeting their goals ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">8.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Vary levels of challenge and support] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Students can go as in depth as they want with the assignment, and will also be challenged in the final assignment; teacher will always be available for support and to direct students to helpful resources ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">8.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Foster collaboration and communication] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Collaboration will occur in the final “group panel” part of the lesson ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">8.4 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Increase mastery-oriented feedback] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: Feedback will be encouraged after one-on-one discussion and after group panels ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">9. **[|**Provide options for self-regulation**] ||  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">9.1 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Guide personal goal-setting and expectations] || <span style="font-family: 'Times','serif'; font-size: 13px; margin: 6pt;">Features: “Timeline” will be a useful tool in which students can create their goals and expectations, and then be challenged to meet them ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">9.2 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Scaffold coping skills and strategies] || Features:Students will build upon previous work- with each assignment building on the last one ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">9.3 <span style="color: black; font-family: 'Times','serif'; font-size: 13px; text-decoration: none;">[|Develop self-assessment and reflection] || Barriers: This is not specified in the lesson, but peer reviews and critiques may be helpful in bettering work in future projects ||

[]
 * Here is the link to our podcast: **

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Sharks
**<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Barrier: Only text and visuals are show. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Pictures and Image detective allow students to interact with the visual sources. ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Language is appropriate for middle and high school students. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Barrier: The text does not need to be decoded. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Barrier: Does not promote cross-linguistic understanding ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Barrier: Only uses photos/illustrations ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: In order to come to a conclusion students must first choose a question, gather clues and get background information. ** || <span style="font-family: 'Arial','sans-serif'; font-size: 11px;">© [|CAST] 2011 <span style="font-family: 'Arial','sans-serif'; font-size: 11px;">LINK TO SHARKS PODCAST: []
 * <span style="color: #b88f47; display: block; font-family: Arial,sans-serif; font-size: 19px; text-align: center;">UDL Guidelines – Educator Checklist Version 2 <span style="color: #b88f47; font-family: 'Calibri','sans-serif';">The lesson plan we reviewed was Picturing Modern America (@http://cct2.edc.org/PMA/). This website includes exercises that are designed to further students' understanding of common topics in the study of modern America 1880-1920, build skills to help analyze primary sources, and generate questions for further research. Picturing Modern America is an interactive website that encourages students to actively read questions and discuss the images. By using three main categories (Image Detective, Investigations, and Exhibit Builder), the students are able to become historians and explore the past. The website does a good job fulfilling the goals of UDL. It allows students to visualize material (images, photographs) and presents a comprehensive project for students to complete, in which they are asked to actually create an exhibit. The photographs are very useful in investigating American history and help students visually understand the American story; they also were very conducive to student interaction in that students are able to clip on an image and manipulate it by answering questions, highlighting over certain parts of the image, and finally submit conclusions as to their interpretations of the picture. Unfortunately, the website didn’t offer much more than pictures. Perhaps they could have included audio or video clips. ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">I. **[|**Provide Multiple Means of Representation:**] || **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">Your notes ** ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for perception] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">1.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Offer ways of customizing the display of information] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: PMA website offers 3 main ways to think like a historian. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">1.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Offer alternatives for auditory information] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">1.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Offer alternatives for visual information] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for language, mathematical expressions, and symbols] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">2.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Clarify vocabulary and symbols] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: If stuck there is a “help” option available for further clarification. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">2.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Clarify syntax and structure] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">2.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Support decoding of text, and mathematical notation, and symbols] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">2.4 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Promote understanding across language] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">2.5 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Illustrate through multiple media] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for comprehension] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">3.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Activate or supply background knowledge] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: By clicking “Investigation” the student is able to get background information. Each “big idea” is chosen and explored in deeper detail. PMA takes students step-by-step in order to determine a conclusion. The historical thinking exercise supports memory and transfer. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">3.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Highlight patterns, critical features, big ideas, and relationships] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">3.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Guide information processing, visualization, and manipulation] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">3.4 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Maximize transfer and generalization] ||^   ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">II. **[|**Provide Multiple Means for Action and Expression:**] || **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">Your notes ** ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for physical action] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">4.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Vary the methods for response and navigation] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Image detective allows students to choose a question or create their own based on the image. Before assigning this project show the website on a screen by using a projector so the students can get an understanding of the website. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">4.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Optimize access to tools and assistive technologies] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for expression and communication] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">5.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Use multiple media for communication] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Barrier: Only media used is computer. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">5.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Use multiple tools for construction and composition] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">5.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Build fluencies with graduated labels of support for practice and performance] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for executive functions] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">6.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Guide appropriate goal setting] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: By having students draw their own conclusion the teacher encourages them to do each step effectively and utilize higher-order thinking skills. They learn to strategize by finding clues in images that can give them an idea of what the image is. Then they plan when creating their own exhibit. The teacher observes the students to make sure they’re on the right track. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">6.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Support planning and strategy development] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">6.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Facilitate managing information and resources] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">6.4 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Enhance capacity for monitoring progress] ||^   ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">III. **[|**Provide Multiple Means for Engagement:**] || **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">Your notes ** ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for recruiting interest] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">7.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Optimize individual choice and autonomy] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Students can choose what image they want to learn more about. Only a few main topics are chosen to investigate, and because there are limited topics, the details are greater. The website is very direct and clear, so students should be able to stay on task. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">7.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Optimize relevance, value, and authenticity] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">7.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Minimize threats and distractions] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for sustaining effort and persistence] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">8.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Heighten salience of goals and objectives] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Different time periods with different evidence allow students to be challenged. With this project students are able to work in pairs. Students are given a specific exercise for homework and then directed to bring it back to class for a discussion. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">8.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Vary demands and resources to optimize challenge] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">8.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Foster collaboration and community] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">8.4 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Increase mastery-oriented feedback] ||^   ||
 * # <span style="color: #b88f47; font-family: 'Trebuchet MS','sans-serif'; font-size: 12px;">[|Provide options for self-regulation] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">9.1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Promote expectations and beliefs that optimize motivation] || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Feature: Final project is to create own exhibit, and be creative (highest level of Bloom’s Taxonomy). Have students print out images and texts from their final project; then hang them on the wall for students to observe everyone’s work. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">9.2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Facilitate personal coping skills and strategies] ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">9.3 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">[|Develop self-assessment and reflection] ||^   ||