Universal Design for Learning CEP 811

For this assignment, I looked at the Lesson Plan and Handout/Rubric that I use for this lesson about students creating a café skit and tried to see what features and barriers that my lesson has relating to Universal Design. You can view the educator checklist and results in the table below:

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Barrier: Currently, I have only provided students with a hard copy of the handout/rubric. In the future I can provide a hard copy but also provide a digital copy that could be manipulated for larger/smaller text or feature an option for text to speech.
1.2 Provide alternatives for auditory information	Barrier: At this point no auditory information is included with handout/rubric.
1.3 Provide alternatives for visual information	Feature: Although students only get the handout/rubric, they are watch several examples of the final project so they know where to go and know what is expected.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Students are introduced to vocabulary and phrases prior to being assigned this project. They also relate vocabulary words with pictures, objects, or with motions.
2.2 Clarify syntax and structure	Feature: Vocabulary is linked to useful phrases and taught in meaningful context  so that the language being taught will be used as it would be used in a real world context.
2.3 Decode text or mathematical notation
2.4 Promote cross-linguistic understanding	Feature: Glossaries and online reference tools are available in the classroom or online. Also, vocabulary instruction relates to pictures/object/ actions.
2.5 Illustrate key concepts non-linguistically	Feature: Teacher and students use body language and interaction/communication in the target language to convey meaning.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Students will have to build upon language skills and vocabulary learned earlier in the course along with new material to create a cohesive skit. Foreign language skills continually build upon prior knowledge and skills.
3.2 Highlight critical features, big ideas, and relationships	Feature: Handout/rubric includes an outline of what is expected at each stage of the skit and important dates when the project tasks are due.
3.3 Guide information processing	Feature: Handout/rubric includes an outline of what is expected at each stage of the skit and important dates when the project tasks are due.
3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students both write and perform (speak) in the target language Barrier: Currently students are required to type and videotape/perform in class. Other methods of writing or presenting could be offered for students to complete performance tasks.
4.2 Provide varied ways to interact with materials	Barrier: There are no alternate ways provided to interact with materials.
4.3 Integrate assistive technologies	Barrier: At this point, no assistive technologies such as text to speech, audio recordings are used.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students create in text, video, or in class performance using physical manipulatives to communicate and convey meaning. (Technology tools can be enhanced as they are somewhat limited)
5.2 Provide appropriate tools for composition and problem solving	Feature: Students have access to productivity software and web tools on school/classroom computers.
5.3 Provide ways to scaffold practice and performance	Barrier: a somewhat generic skit or outline is introduced to students. It would be beneficial to introduce various ways to carry out task or encourage freedom in completing task.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: Goal setting was not a focus of this lesson/task.
6.2 Support planning and strategy development	Barrier: No focus was spent on guiding group planning or strategy development.
6.3 Facilitate managing information and resources	Feature: Students have basic guide to help manage their project and group work via handout/rubric.
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: The goal is natural communication in a real world context. The handout serves as a guide and students have creative freedom to accomplish the task (However, more encouragement from the teacher would be welcome to encourage freedom from guide)
7.2 Enhance relevance, value and authenticity	Feature: This task is culturally relevant to students in French. It is preparing them for a time when they may be in a francophone country and have to communicate or interact with native speakers.
7.3 Reduce threats and distractions	Barrier: The foreign language classroom is naturally a hectic environment where you are always up and moving around, it is loud as everyone is usually practicing speaking.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Barrier: No focus is put towards setting/following goals.
8.2 Vary levels of challenge and support	Barrier: This task is based on one level. Differentiation of the task could be incorporated for varying levels of students, (i.e. more basic tasks for the novice and more advanced tasks for the more experienced learner).
8.3 Foster collaboration and communication	Feature: this task promotes cooperative learning in small groups, expectations are given in the handout/rubric.
8.4 Increase mastery-oriented feedback	Barrier: No focus is placed on increased mastery-oriented feedback. Focus is on natural communication.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Students are provided a project guide/rubric.
9.2 Scaffold coping skills and strategies	Barrier: No focus on coping skills and strategies.
9.3 Develop self-assessment and reflection