Self Evaluation Rubric

Evaluation Rubric

Demonstrates Understanding of the Principles of UDL	Identify UDL areas appropriate for your current or potential teaching position	Critically reflect on existing UDL practices	Apply UDL principles in Instructional Planning
1- Student does not clearly demonstrate the understanding of UDL by providing examples.	1- Student incorporates UDL guidelines that do not go with subject or grade level.	1- Student does not reflect on UDL practices	1- Student does not change lesson plans.
2- Student  shows some understanding of UDL	2- Student incorporates proper UDL guidelines based on grade level.	2-. Student barely reflects on existing UDL practices	2- Student does not meet the changes to fit the student’s needs.
3- Student demonstrates understanding of UDL, and provides examples.	3- Student incorporates proper UDL guidelines based on subject matter.	3- Student reflects on the existing UDL practices.	3- Student makes several changes to better suit the students’ needs, but does not incorporate the use of technology.
4- Student clearly demonstrates his/her understanding by providing examples	4- Student incorporates proper UDL guidelines based on the subject matter and grade level.	4- Student is able to critically reflect on existing UDL practices based on the UDL guidelines.	4- Student applies new changes and technology in the lesson to meet the students needs

Pre/Post UDL Lesson

Pre UDL Lesson

Block Bowling
Grade Level: Preschool
Subject: Physical Education

Standards: Large Fine motor skills

Objective: A large motor cooperative activity involving thinking skills, experimentation, and eye-hand coordination.

Materials:

• 3 large cardboard (NOT wooden) blocks
• 1 small rubber playground ball or small basketball

Procedure:

1. Children form a line and sit down.
2. The teacher can be the first "pin setter".
3. Teacher arranges the 3 cardboard blocks in any configuration, then first child in line rolls the ball to knock the blocks down.
4. The "pin setter" collects the ball and takes it to the next person in line.
5. The child who rolled the ball then becomes the "pin setter".
6. Repeat process so each child is able to be both the bowler and the pin setter (or, "roller and stacker" as we call them).

UDL Checklist
1.1 Customize the display of information
3.1 - Provide or activate background knowledge.
8.3 Foster collaboration and communication.

Post UDL Lesson

(In RED, are the changes made to meet the UDL checklist)
Block Bowling
Grade Level: Preschool
Subject: Physical Education

Standards: Large Fine motor skills

Objective: A large motor cooperative activity involving thinking skills, experimentation, and eye-hand coordination. ( While explaining the game, make sure students have a clear understanding on what the rules are, 3.1)

Materials:

• 3 large cardboard (NOT wooden) blocks
• 1 small rubber playground ball or small basketball

Procedure:

1. Children form a line and sit down.(Teacher should explain directions and instrustions to the students and show students how the game will be completed, 1.1)
2. The teacher can be the first "pin setter".
3. Teacher arranges the 3 cardboard blocks in any configuration, then first child in line rolls the ball to knock the blocks down. (Have students cheering on their friends, students should help those who do not understand the game and call out what to do. Teacher could increase the number of blocks to 4 and then 5 as the year and the skill level progresses, 8.3)
4. The "pin setter" collects the ball and takes it to the next person in line.
5. The child who rolled the ball then becomes the "pin setter".
6. Repeat process so each child is able to be both the bowler and the pin setter (or, "roller and stacker" as we call them).

UDL Challenges

Based on  the UDL Guidelines, I currently used certain aspects of the Guidelines in my own classroom.

Strengths

• Checkpoint 1.1 - Offer ways of customizing the display of information (Representation)  In my classroom I need to offer different ways to incorporate learning new information. Teaching PreSchool, I use pictures and act out different ways to learn new information.
• Checkpoint 6.3 - Facilitate managing information and resources (Expression) In my classroom students know exactly where to put their papers and completed work when they are finished. We have our own take home bin where each student places their completed work. This allows the students to not misplace any work they have done and when it comes time for the end of the day they know exactly where to get it. 
• Checkpoint 8.2 -Vary levels of challenge and support (Engagement). My classroom varies with many different children. With having students with disabilities in my classroom an aide is there specifically for that student. Although the aide is there for just that student she gives me a lot of support throughout the day with other students. 

Needs

• 4.3 Integrate assistive technologies (Action and Expression). Being at a school that is very limited to technology, I am hoping to be able to learn different ways to integrate Assisted Technology in my classroom.
• Checkpoint 6.1 - Guide Effective Goal Setting (Action and Expression). When I start my year I have a yearly goal for all of my students. I think it is important to meet the self small goals throughout the year. I want to continue meeting my students yearly goals with incorporating the small goals.
• Checkpoint 7.1 - Optimize individual choice and autonomy (Engagement) It is very important for my students have their own choice on what and how they want to learn and play. While I give my students many options on what to do I think I will try to allow more ways of them choosing on their own.

Curriculum Barriers

The motto "One-Size fits all" is old news. Every student is a different shape, different size, different color. Teachers and administrators can not continue to place kids in the same category. When teachers are creating there lessons they must remember to make adjustments to meet the students needs based on their IEP's.

The website that discusses the Curriculum Barriers is very useful. It offers background information and models to explain and demonstrate the concepts of their implementations.


 Curriculum Barriers Tutorial.

This is my example of a Curriculum Barrier, using three students that are in Pre-K.

Materials and Methods	Student Qualities	Potential Barriers/missed opportunities
Verbal Instructions & Directions	Alex- ESL, hearing impaired, good fine motor skills, can understand limited English Andrew- ESL, strong fine motor skills, can understand English but trouble speaking up Lola- ESL, well spoke English and can understand well. Great organizational skills but easily distracted	Alex- may not be able to hear or understand directions Andrew- may not understand or comprehend the information given Lola- may not be able to focus during activity

UDL Toolkits

The Universal Design has a Planning for all Learners (PAL) which helps plan and develop curricula in ways that promote access, participation, and progress for the learners.

The Cast website inclued a toolkit, below is the link that will take you to the toolkit and help you more understand.


http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21



The toolkit provides the Procedures, Examples, Resources, and being able to connect with others. This toolkit is very helpful and interesting. It allows the educator to set goals for the learner and to place UDL in their lessons.

The toolkits is basically a step by step instruction on how to teach the UDL learner. It is setting the educator and learner up for success.

What is you opinion on the UDL Toolkit? Do you think it is useful?

Teaching Every Student

After completing and looking over the Teaching Every Student part of the Cast website, this website has an overly large amount of useful information. It helps you comprehend how the brain works and how to meet the learners needs from the start so there is no back tracking. Below is the link.

http://www.cast.org/teachingeverystudent/

The book that the website follows by is called Teaching Every Student in the Digital Age: Universal Design for Learning, By. David Rose & Anne Meyer.

This book is the reasoning behind Cast.org. It illustrates a practical, research-based framework for responding to individual learning differences and a blueprint for the building of a new design of education. The book is a must read for teachers.

This part of the websites helps you understand the main guidelines of UDL. The guidelines are to help anyone who plans lessons, assessments, and goals to meet the learners needs from the start.

Cast Index

Cast is a very useful website that allows readers to understand the main purpose of Universal Design of Learning.

http://www.cast.org/udl/index.html

For those who do not know what exactly UDL is, this website will explain in depth the definition of UDL and why it is necessary. It shows an excellent illustration of the "What", "How", and "Why" of Learning.

If the readers still do not quite understand the main reason of UDL the website is very easy to navigate. Thehome page that has a good overview to help find what you are looking for.

Wiki Site

There are three multiple means of UDL.
Multiple means of representation, to give learners various ways of acquiring information and knowledge,
Multiple means of expression, to provide learners alternatives for demonstrating what they know,
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

The "why" of learning is associated with the Multiple means of Engagement. This is the affective  network.

You want the students to be excited to learn and be engaged with what they are learning. Students are often bored during school. There is no way of stopping it because there are so many different individuals but if you motivate these students in a way that associates with them, then this may help them in the long run. Being motivated is most important for the educator.

For example, if we're testing reading comprehension, allowing a student to choose the topic of the passage to be read, based on his interest, could greatly improve his engagement. In addition, expanding the presentation of a test beyond the standard text-based format by implementing simulation environments, such as digital manipulative's the interactive labs, can have a stimulating rather than dulling effect on student engagement.

Professional Journey

Welcome to my Blog. This Blog will be discussing the main importance of Assistive Technology.

Starting this class of EDG 519 I am eager to learn the main importance of Assistive Technology for students with speical needs. In my journey of my career being a teacher I am excited and eager to find different teaching strategies to align with my own. Being enrolled in this class I will gain more knowledge of identifying the legal basis and requirements for assistive technology.

After reviewing www.cast.com, this website gives very good information of the main point of Universal Design. Universal Design is a set of principles for curriculum development that give all individuals equal opportunities to learn.

The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Universal Design for Learning (UDL) www.cast.org/teachingeverystudent/ helps educators meet this goal by providing a framework for understanding how to create curriculum that meets the needs of all learners from the start. Having set guidelines allows the teachers to meet the many goals that are provided for these students. www.udlcenter.org/aboutudl/udlguidelines