2. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. UDL GUIDELINES: EXAMPLES AND RESOURCES Sharelius Holmes EDU 620: Meeting Individual Student Needs with Technology Dr. Amy Gray July 16, 2015

3. Principle 1: Representation Guideline 3: Provide option for Comprehension  Providing students with multiple ways to process information  Offer various forms of visualization  Offers various forms of manipulation  For example: PowerPoint or White Boards (UDL Cast Account) Checkpoint 3.1: Activate or Supply Background Knowledge This checkpoint gives ample instructional examples and resources on how you can activate your students background knowledge.

4. Representation Examples and Resources  Digging for Answers: K-8 (History)  Windows to the Universe (All ages) (Science)  Exploratorium After School Activities (K-12) (Science)  Activities to Activate Background Knowledge (K-12) (Science)  Teaching Strategies: Activating Prior Knowledge (K-12) (All areas)  TeachersVision: Activating Background Knowledge (K-12) (All areas)

5. Activate or Supply Background Knowledge Digging for Answers: K-8 Grade Level Subject Area: History The purpose of this resource is to activate the students prior knowledge of the subject matter. The students get the chance to use technology such as the computer and internet to complete this assignment. The assignment gives the students seven questions to answer with the chance to answer it correctly twice. The students are given a set time to complete the questions and score at least 80% or higher. The teacher can check for knowledge and assess students using this application.

6. Resources and How It Works Windows to the Universe This activity works for students of all ages, and students get the chance to learn about the solar system. The teacher can give the students a plant to explore and the students can take obtain information to later test on the lesson. I like the fact that it has a place for teacher and lists important facts about the subject matter. This resource offers the students the capability to learn and assessment. Students get the chance to not only learn about space, the earth, the solar system, or science they get to learn about people. This kind of resources is similar to lecturing and students can benefit tremendously from this type of learning style. TeachersVision: Activating Prior Knowledge Wow, this is a great resource for teachers to learn what it takes to activate students prior knowledge. How this resource works is it details questions to ask your students that will spark their thinking of what they have learned. For instance, the questions that it ask are “What is it?” “Why is it important?’ “When should it be taught?’ and “What does it look like?”. These type of questions arouse our thinking to cover provide students with the necessary materials to learn. Teachers prior to creating a lesson can ask themselves these questions to make sure they cover every aspect of teaching.

7. Address each of the “Key Consideration” for the checkpoint  How does this help learners meet the goal? This helps learners to meet their goal by offering them various ways to gather information. Learners have the opportunity to use various forms of resources to gather facts.  How does this account for the variability of all learners? By using the checkpoint, the checkpoint allows all learners to learn no matter what the disability maybe. The principle of representation realizes that not all learners learn in the same way. On the other hand, allowing various forms of representation ensures that all learners learn.  Does this help learners connect to what they already know? Yes, this helps learners by testing their knowledge of what they learned previously in the lesson. I think this form of checkpoint is much needed as it assesses students knowledge of the lesson. When using the UDL framework we minimize barriers that our students may face (CAST, 2010). A student may have prior knowledge of something and we have to activate that knowledge by providing representation of some sort. Representation can be from a book or simple a YouTube Video. (CAST, 2010)

8. My Personal Thoughts Personally, it is within my opinion that the Universal Design Principle of Representation offers better opportunities for students to learn. My mind reflects back on Gardner’s theory of Multiple Intelligences. We as educators must realize that what may work for one of our students, just might not work for the other student. With this being said, offering our students options in order to get the information needed from a lesson can be valuable. In our classroom, we may have students that love to read and these students might benefit from a textbook. On the other hand, we may have students in our classroom that would rather search the internet to gather facts. Then we have those students who really learn from lectures. Those students who learns from lectures are those students who would benefit from a PowerPoint Presentation. According to Edyburn, “teachers can use YouTube video, listen to Podcast, read text on webpage, topics on Wikipedia” to teach a lesson (Edyburn, Para 3, 2013). How I plan to use Representation in my future classroom is by altering my teaching styles. I do not want to teach in one way. I would like to offer my students multiple ways to learn. I desire to teach Kindergarten as in the past, so I would like to offer centers. My students can choose a center to go to that would offer them multiple ways to gather information from a lesson. I would like to offer more than one way for my students to be assessed. They might be assessed using the computer or a simple paper test. It is important for me to recognize diversity in my classroom, so that I might meet all of my students needs. The National Center on Universal Design states, “recognition helps students develop learning expertise by constructing scaffold learning experiences to teach their students how to listen (or read, speak, write, draw) more effectively and how to comprehend and compose new, difficult, even beautiful things” (National Center on Universal Design for Learning). The UDL minimizes those chances that we may lose our students in the classroom.

9. REFERENCES CAST. (2010, JANUARY 6). UDL AT A GLANCE [VIDEO FILE]. RETRIEVED FROM HTTP://YOUTU.BE/BDVKNY0G6E4 EDYBURN, D. L. (2013). INCLUSIVE TECHNOLOGIES: TOOLS FOR HELPING DIVERSE LEARNERS ACHIEVE ACADEMIC SUCCESS. SAN DIEGO, CA: BRIDGEPOINT EDUCATION, INC. NATIONAL CENTER ON UNIVERSAL DESIGN FOR LEARNING. (N.D.). UDL GUIDELINES - VERSION 2.0: EXAMPLES AND RESOURCES. RETRIEVED FROM HTTP://WWW.UDLCENTER.ORG/IMPLEMENTATION/EXAMPLES OFFICE OF CAREER, TECHNICAL AND ADULT EDUCATION (HTTP://WWW2.ED.GOV/ABOUT/OFFICES/LIST/OVAE/INDEX.HTML) UDL CAST ACCOUNT. RETRIEVED FROM HTTP://UDLTHEORYPRACTICE.CAST.ORG/LOGIN;JSESSIONID=EB27BE6C79293351E8C2D70A9FBC9C5BUDL AT A GLANCE INCLUSIVE TECHNOLOGIES: TOOLS FOR HELPING DIVERSE LEARNERS ACHIEVE ACADEMIC SUCCESSUDL GUIDELINES - VERSION 2.0: EXAMPLES AND RESOURCES OFFICE OF CAREER, TECHNICAL AND ADULT EDUCATION The End