UDL Assignment by Breonna Brock

Recruiting Intrest

breonna_brock32 — 2024-04-15 03:15:35 UTC

Information that does not engage learners’ comprehension. Teachers devote considerable effort to recruiting learner attention. While learners differ significantly in what attracts their attention and engages their interest.

Optimize individual choice and autonomy

breonna_brock32 — 2024-04-15 03:20:54 UTC

Provide learners with as much discretion and autonomy as possible by providing choices in such things as the level of perceived challenge, the type of rewards or recognition available, and the context or content used for practicing and assessing skills. Allow learners to participate in the design of classroom activities and academic tasks. Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals

Optimize relevance, value, and authenticity

breonna_brock32 — 2024-04-15 03:23:30 UTC

Vary activities and sources of information so that they can be personalized and contextualized to learners’ lives. Age and ability appropriate. Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants. Provide tasks that allow for active participation, exploration and experimentation. Invite personal response, evaluation and self-reflection to content and activities. Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways

Minimize threats and distractions

breonna_brock32 — 2024-04-15 03:24:36 UTC

Create an accepting and supportive classroom climate. Vary the level of novelty or risk. Vary the level of sensory stimulation. Vary the social demands required for learning or performance, the perceived level of support and protection, and the requirements for public display and evaluation. Involve all participants in whole-class discussions

Sustaining Effort & Persistence

breonna_brock32 — 2024-04-15 03:25:49 UTC

Many learners can regulate their attention and affect to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way.

Heighten salience of goals and objectives

breonna_brock32 — 2024-04-15 03:26:36 UTC

Prompt or require learners to explicitly formulate or restate the goal. Display the goal in multiple ways. Encourage division of long-term goals into short-term objectives. Demonstrate the use of hand-held or computer-based scheduling tools. Use prompts or scaffolds for visualizing the desired outcome. Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests

Vary demands and resources to optimize challenge

breonna_brock32 — 2024-04-15 03:27:23 UTC

Differentiate the degree of difficulty or complexity within which core activities can be completed. Provide alternatives in the permissible tools and scaffolds. Vary the degrees of freedom for acceptable performance. Emphasize process, effort, and improvement in meeting standards as alternatives to external evaluation and competition

Foster collaboration and community

breonna_brock32 — 2024-04-15 03:28:54 UTC

Create cooperative learning groups with clear goals, roles, and responsibilities. Create school-wide programs of positive behavior support with differentiated objectives and supports. Provide prompts that guide learners in when and how to ask peers and teachers for help. Encourage and support opportunities for peer interactions and support. Construct communities of learners engaged in common interests or activities. Create expectations for group work

Increase mastery-oriented feedback

breonna_brock32 — 2024-04-15 03:29:46 UTC

Provide feedback that encourages perseverance, focuses on the development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenges. Provide feedback that emphasizes effort, improvement, and achieving a standard rather than relative performance. Provide feedback that is frequent, timely, and specific. Provide feedback that is substantive and informative rather than comparative or competitive. Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success

Self Regulation

breonna_brock32 — 2024-04-15 03:31:12 UTC

To strategically modulate one’s emotional reactions or states to be more effective at coping and engaging with the environment. Those teachers and settings that address self-regulation explicitly will be most successful in applying the UDL principles through modeling and prompting in a variety of methods.

Promote expectations and beliefs that optimize motivation

breonna_brock32 — 2024-04-15 03:32:06 UTC

Provide prompts, reminders, guides, rubrics, and checklists. Provide coaches, mentors, or agents that model the process of setting personally appropriate goals that take into account both strengths and weaknesses. Support activities that encourage self-reflection and identification of personal goals

Facilitate personal coping skills and strategies

breonna_brock32 — 2024-04-15 03:33:15 UTC

Managing frustration. Seeking external emotional support. Developing internal controls and coping skills. Appropriately handling subject-specific phobias and judgments of “natural” aptitude. Use real-life situations or simulations to demonstrate coping skills

Develop self-assessment and reflection

breonna_brock32 — 2024-04-15 03:33:53 UTC

Offer devices, aids, or charts to assist individuals in learning to collect, chart, and display data from their behavior to monitor changes in those behaviors. Use activities that include a means by which learners get feedback and have access to alternative scaffolds (e.g., charts, templates, feedback displays) that support understanding progress in a manner that is understandable and timely

Perception

breonna_brock32 — 2024-04-15 03:36:12 UTC

It is important to ensure that key information is equally perceptible to all learners by providing the same information through different modalities and providing information in a format that will allow for adjustability by the user.

Offer ways of customizing the display of information

breonna_brock32 — 2024-04-15 03:38:35 UTC

Display information in a flexible format so that the following perceptual features can include, the size of text, images, graphs, tables, or other visual content, the contrast between the background and text or image, the color used for information or emphasis, the volume or rate of speech or sound.

Offer alternatives for auditory information

breonna_brock32 — 2024-04-15 03:39:46 UTC

Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language. Provide visual diagrams, charts, and notations of music or sound. Provide written transcripts for videos or auditory clips. Provide American Sign Language (ASL) for spoken English. Use visual analogs to represent emphasis and prosody. Provide visual or tactile equivalents for sound effects or alerts. Provide visual and/or emotional descriptions for musical interpretation

Offer alternatives for visual information

breonna_brock32 — 2024-04-15 03:41:49 UTC

Provide descriptions for all images, graphics, video, or animations. Use touch equivalents for key visuals that represent concepts. Provide physical objects and spatial models to convey perspective or interaction. Provide auditory cues for key concepts and transitions in visual information. As for text you follow accessibility standards when creating digital text, and allow for a competent aide, partner, or “intervener” to read text aloud and provide access to text-to-speech software.

Language & Symbols

breonna_brock32 — 2024-04-15 03:43:04 UTC

Inequalities arise when information is presented to all learners through a single form of representation. Ensure that alternative representations are provided not only for accessibility but also for clarity and comprehensibility across all learners.

Clarify vocabulary and symbols

breonna_brock32 — 2024-04-15 03:44:04 UTC

Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge. Provide graphic symbols with alternative text descriptions. Highlight how complex terms, expressions, or equations are composed of simpler words or symbols. Embed support for vocabulary and symbols within the text. Embed support for unfamiliar references within the text

Clarify syntax and structure

breonna_brock32 — 2024-04-15 03:45:47 UTC

Clarify unfamiliar syntax or underlying structure in diagrams, graphs, illustrations, extended expositions, or narratives through alternatives that highlight structural relations. Making them more explicit and make connections to previously learned structures

Support decoding of text, mathematical notation, and symbols

breonna_brock32 — 2024-04-15 03:46:53 UTC

Allow the use of Text-to-Speech. Use automatic voicing with digital mathematical notation. Use digital text with an accompanying human voice recording. Allow for flexibility and easy access to multiple representations of notation where appropriate. Offer clarification of notation through lists of key terms.

Promote understanding across languages

breonna_brock32 — 2024-04-15 03:47:52 UTC

Make all key information in the dominant language also available in first languages for learners with limited English proficiency and in ASL for learners who are deaf. Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages. Define domain-specific vocabulary using both domain-specific and common terms. Provide electronic translation tools or links to multilingual glossaries on the web. Embed visual, non-linguistic supports for vocabulary clarification.

Illustrate through multiple media

breonna_brock32 — 2024-04-15 03:48:46 UTC

Present key concepts in one form of symbolic representation. Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams

Comprehension

breonna_brock32 — 2024-04-15 03:49:21 UTC

Constructing useable knowledge, the knowledge that is accessible for future decision-making depends not upon merely perceiving information, but upon active “information processing skills”

Activate or supply background knowledge

breonna_brock32 — 2024-04-15 03:50:21 UTC

Anchor instruction by linking to and activating relevant prior knowledge. Use advanced organizers. Pre-teach critical prerequisite concepts through demonstration or models. Bridge concepts with relevant analogies and metaphors. Make explicit cross-curricular connections.

Highlight patterns, critical features, big ideas, and relationships

breonna_brock32 — 2024-04-15 03:51:00 UTC

Highlight or emphasize key elements in text, graphics, diagrams, and formulas. Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships. Use multiple examples and non-examples to emphasize critical features. Use cues and prompts to draw attention to critical features. Highlight previously learned skills that can be used to solve unfamiliar problems

Guide information processing and visualization

breonna_brock32 — 2024-04-15 03:52:16 UTC

Give explicit prompts for each step in a sequential process. Provide interactive models that guide exploration and new understandings. Introduce graduated scaffolds that support information processing strategies. Provide multiple entry points to a lesson and optional pathways through content. Progressively release information. Remove unnecessary distractions unless they are essential to the instructional goal

Maximize transfer and generalization

breonna_brock32 — 2024-04-15 03:53:26 UTC

Provide checklists, organizers, sticky notes, and electronic reminders. Prompt the use of mnemonic strategies and devices. Incorporate explicit opportunities for review and practice. Provide templates, graphic organizers, and concept maps to support note-taking. Offer opportunities over time to revisit key ideas and linkages between ideas

Physical Action

breonna_brock32 — 2024-04-15 03:56:37 UTC

It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know.

Vary the methods for response and navigation

breonna_brock32 — 2024-04-15 03:57:54 UTC

Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies. Provide alternatives for physically responding or indicating selections. Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

Optimize access to tools and assistive technologies

breonna_brock32 — 2024-04-15 03:58:51 UTC

Provide alternate keyboard commands for mouse action. Provide access to alternative keyboards. Customize overlays for touch screens and keyboards. Select software that works seamlessly with keyboard alternatives and alt keys

Expression & Communication

breonna_brock32 — 2024-04-15 03:59:28 UTC

It is important to provide alternative modalities for expression, both to level the playing field among learners and to allow the learner to appropriately express knowledge, ideas, and concepts in the learning environment.

Use multiple media for communication

breonna_brock32 — 2024-04-15 04:00:30 UTC

compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video. Use physical manipulatives. Use social media and interactive web tools. Solve problems using a variety of strategies

Use multiple tools for construction and composition

breonna_brock32 — 2024-04-15 04:01:51 UTC

Provide spellcheckers, grammar checkers, and word prediction software. Provide text-to-speech software, human dictation, recording. Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper. Provide sentence starters or sentence strips. Use story webs, outlining tools, or concept mapping tools. Provide Computer-Aided-Design, music notation software, or mathematical notation software.

Build fluencies with graduated levels of support for practice and performance

breonna_brock32 — 2024-04-15 04:02:55 UTC

Provide differentiated models to emulate. Provide differentiated mentors. Provide differentiated feedback. Provide multiple examples of novel solutions to authentic problems

Executive Functions

breonna_brock32 — 2024-04-15 04:04:07 UTC

These capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed. They allow learners to take advantage of their environment.

Guide appropriate goal-setting

breonna_brock32 — 2024-04-15 04:04:38 UTC

Provide prompts and scaffolds to estimate effort, resources, and difficulty. Provide models or examples of the process and product of goal-setting. Post goals, objectives, and schedules in an obvious place

Support planning and strategy development

breonna_brock32 — 2024-04-15 04:05:22 UTC

Embed prompts to “stop and think” before acting as well as adequate space. Embed prompts to “show and explain your work”. Embed coaches or mentors that model think-alouds of the process. Provide guides for breaking long-term goals into reachable short-term objectives

Facilitate managing information and resources

breonna_brock32 — 2024-04-15 04:05:51 UTC

Provide graphic organizers and templates for data collection and organizing information. Embed prompts for categorizing and systematizing. Provide checklists and guides for note-taking

Enhance capacity for monitoring progress

breonna_brock32 — 2024-04-15 04:06:36 UTC

Ask questions to guide self-monitoring and reflection. Prompt learners to identify the type of feedback or advice that they are seeking. Use templates that guide self-reflection on quality and completeness. Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples.

UDL Tech Toolkit

breonna_brock32 — 2024-04-15 04:09:23 UTC

UDL Tech Toolkit

breonna_brock32 — 2024-04-15 04:09:39 UTC

UDL Tech Toolkit

breonna_brock32 — 2024-04-15 04:16:46 UTC