Universal Lesson Design Guidelines Checklist

The lesson plan I submitted to Merlot is called Double Bar Graph elementary lesson and activity.  In this lesson,  the teacher gives a mini-lesson about double bar graphs and then each student comes up with their own survey question to ask the class.  They record the results of their survey in a tally table.  When their tally table is complete they use this information to create a double bar graph on a specified computer program.  They must choose an appropriate scale, title, and colors for the bars.  When they finish this they have reflection questions to complete.  At the end of the lesson each student shares their results with the class.

This lesson is great because it incorporates technology, accommodates for different learning styles, and has a variety of different activities the students are required to do.  After completing the UDL Guidelines Checklist I realize that it falls short in a few areas.  The main thing I would like to change is to give students more choices.  I would also like to use scaffolding.  These modifications will help accommodate for students with special needs.

UDL Guidelines Checklist Anglin

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Students get to choose their question, scale, title, and color coding.
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information	Feature: Students physically conduct the survey and create their own graph on a computer and answer questions on paper.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Student will create a key for their graph and choose an appropriate scale.
2.2 Clarify syntax and structure
2.3 Decode text or mathematical notation
2.4 Promote cross-linguistic understanding
2.5 Illustrate key concepts non-linguistically
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Teacher presents class with wrong information and students help discover what is wrong and how to fix it
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing
3.4 Support memory and transfer	Feature: Students use their survey results and transfer them onto a computer generated graph

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Barrier: No options to vary the assignment are offered.
4.2 Provide varied ways to interact with materials	Barrier: No options to vary the assignment are offered.
4.3 Integrate assistive technologies	Feature: Students use a computer program to create their double bar graph for them.  All they have to do is type in their survey results.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Barrier: Students are not provided with a choice of media.
5.2 Provide appropriate tools for composition and problem solving
5.3 Provide ways to scaffold practice and performance	Barrier: Scaffolding was not used in this lesson.  I could have students who are having a hard time do a single bar graph instead.
6. Provide options for executive functions
6.1 Guide effective goal setting
6.2 Support planning and strategy development	Feature: Students plan their survey by choosing a question to ask the class.  They plan their graph by looking at their survey results, choosing an appropriate scale and colors for the bars.  They use their graph to answer reflection questions.
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students choose their own survey questions and the color coding on their graph
7.2 Enhance relevance, value and authenticity
7.3 Reduce threats and distractions
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support	Barrier: Assignment is the same for all students. I could offer a single bar graph for students in need of extra support and a triple bar graph for those who need to be challenged.
8.3 Foster collaboration and communication	Feature: Students communicate with each other throughout the lesson.
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection	Feature: Students fill out a questioner at the end of the assignment to check for understanding.