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Use a KWL Chart to asses the students goals that they want to achieve by the end of a unit.

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(Elementary classroom) Set and establish an organized routine with your students so they know where certain classroom materials are. With this they are learning independence and leads minimum room for disruption.

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Optimize choice and autonomy consideration 7.1

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Optimize choice and autonomy consideration 7.1

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Students can do a "Choice Board Challenge". Students will engage with a learning goal by selecting from a set of options that best fit their interest and strengths

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Clarify vocabulary, symbols, and language structures 2.1

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Clarify vocabulary, symbols, and language structures 2.1

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Teach students vocabulary and symbols. Then, have students create a concept map. Students can write keywords or symbols in the middle and draw lines to connect them to words, ideas, and images. This will help students better understand tough words and symbols by breaking them down and connecting them to things they already know.

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Develop awareness of self and others (high school social studies class):

I would do an activity where students are in a real life natural disaster simulation where they are assigned different government/civil roles and the simulation would get more intense as the lesson progressed. This would challenge them to regulate emotions such as stress and frustration that present themselves during the actual events. They would work together to make decisions and communicate their plan of action.

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Restating the goal of the lesson often throughout the lesson, to see if students are engaged.

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In a math classroom when graphing functions having students use graph paper, an online website like Desmos, or their graphing calculator as tools to visualize and construct a function.

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The teacher can incorporate charts, videos, manipulatives, and even create songs or movement activities to ensure that all students grasp the lesson effectively.

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Perception 1.1 Support opportunities to customize the display of information

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Perception 1.1 Support opportunities to customize the display of information

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Create a one-pager summarizing the text read in class using creative features such as fonts and symbols

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Perception 1.2 Support multiple ways to perceive information

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Perception 1.2 Support multiple ways to perceive information

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Do a modified gallery walk activity where students add to a poster with each rotation.

1st rotation: answer the question in words

2nd rotation: add to the answer of the last group, with symbols

3rd rotation: add a title to the poster

4th rotation: present the poster that the other 3 groups worked on

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Perception 1.3 Represent a diversity of perspectives and identities in authentic ways

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Perception 1.3 Represent a diversity of perspectives and identities in authentic ways

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Using diverse examples within questions and assignments. When looking into different stories and readings see if they are a branch from a different type of cultures. (frozen being Norwegian, lion king having nodes to hamlet but African culture)

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Building Knowledge (3.1) - Connect prior knowledge to new learning

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Building Knowledge (3.1) - Connect prior knowledge to new learning

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The relationship between the early American colonies and King George III can be explained to students through the analogy of a couple fighting and eventually separating.

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Cultivate Empathy and Restorative Practices 9.4

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Cultivate Empathy and Restorative Practices 9.4

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Classes can use this UDL guidelines\ by conducting a reading and response activity. On an elementary level, students can read or be read a story wherein they are asked to determine how the characters may feel. This would allow students to pick up on cues as to how the characters are feeling and how to apply them in real life.

On a secondary level, this can still be applied while discussing literature. However, instead of the response discussing how a character may feel, it'd be more appropriate as to why that character feels that way and the inner reasons the character feels the way they do.

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In an English class students will read multiple different poems based on different times and topics. As a class they will discuss how they interpreted the poem and the topics of the poem in relevance to when it was released. Then the students will pick a poem and do more research about the poem they chose to write a paper about the overall impact of the poem.