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CPACC Body of Knowledge > Universal Design for Learning Guidelines (UDL) > Flashcards

Universal Design for Learning Guidelines (UDL) Flashcards

1
Q

What are the 3 principles of Universal Design for Learning (UDL)?

Hint: Redbirds Actually Engage

A

Principle 1: Multiple Means of Representation
Principle 2: Multiple Means of Action and Expression
Principle 3: Multiple Means of Engagement

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2
Q

What are the 3 guidelines for UDL principle 1, Multiple Means of Representation?

Hint: Penguins Languidly Couch

A

Guideline 1: Provide Options for Perception
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Guideline 3: Provide Options for Comprehension

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3
Q

What are the 3 checkpoints for UDL Guideline 1, Provide Options for Perception?

Hint: Insects Auction Viciously

A

Checkpoint 1.1: Allow Information to be Customized
Checkpoint 1.2: Make Auditory Information Accessible
Checkpoint 1.3: Make Visual Information Accessible

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4
Q

What are the 5 checkpoints for UDL Guideline 2, Provide Options for Language, Mathematical Expressions, and Symbols?

Hint: Voles Synthesize Macabre Lamentations Mediocrely

A

Checkpoint 2.1: Explain Vocabulary and Symbols
Checkpoint 2.2: Highlight Syntax and Structure
Checkpoint 2.3: Help Decipher Mathematical Notation, Text, and Symbols
Checkpoint 2.4: Support Other Languages
Checkpoint 2.5: Utilize Multiple Media Formats

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5
Q

What are the 4 checkpoints for UDL Guideline 3, Provide Options for Comprehension?

Hint: Bats Pander Inside Trains

A

Checkpoint 3.1: Provide Background Knowledge
Checkpoint 3.2: Focus on Patterns, Critical Features, Big Ideas and Relationships
Checkpoint 3.3: Support Information Processing, Visualization, and Manipulation
Checkpoint 3.4: Support Transfer and Generalization

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6
Q

How many checkpoints are there for UDL Guideline 1, Provide Options for Perception?

A

3

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7
Q

How many checkpoints are there for UDL Guideline 2, Provide Options for Language, Mathematical Expressions, and Symbols?

A

5

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8
Q

How many checkpoints are there for UDL Guideline 3, Provide Options for Comprehension?

A

4

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9
Q

What are the 3 guidelines for UDL principle 2, Multiple Means of Action and Expression?

Hint: Pheasants Express Expectations

A

Guideline 4: Provide Options for Physical Action
Guideline 5: Provide Options for Expression and Communication
Guideline 6: Provide Options for Executive Functions

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10
Q

What are the 3 guidelines for UDL principle 3, Multiple Means of Engagement?

Hint: Reindeer Surf Serenely

A

Guideline 7: Provide Options for Recruiting Interest
Guideline 8: Provide Options for Sustaining Effort and Persistence
Guideline 9: Provide Options for Self-Regulation

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11
Q

How many checkpoints are there for UDL Guideline 4, Provide Options for Physical Action?

A

2

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12
Q

How many checkpoints are there for UDL Guideline 5, Provide Options for Expression and Communication?

A

3

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13
Q

How many checkpoints are there for UDL Guideline 6, Provide Options for Executive Functions?

A

4

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14
Q

How many checkpoints are there for Guideline 7, Provide Options for Recruiting Interest?

A

3

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15
Q

How many checkpoints are there for Guideline 8, Provide Options for Sustaining Effort and Persistence?

A

4

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16
Q

How many checkpoints are there for Guideline 9, Provide Options for Self-Regulation?

A

3

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17
Q

What are the 2 checkpoints for UDL Guideline 4, Provide Options for Physical Action?

Hint: Raccoons Terrorize

A

Checkpoint 4.1: Provide Options for Response and Navigation
Checkpoint 4.2: Support Tools and Assistive Technologies

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18
Q

What are the 3 checkpoints for UDL Guideline 5, Provide Options for Expression and Communication?

Hint: Monkeys Can’t Fly

A

Checkpoint 5.1: Utilize Various Media for Communication
Checkpoint 5.2: Provide Options for Construction and Composition
Checkpoint 5.3: Support Fluency through Practice and Performance

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19
Q

What are the 4 checkpoints for UDL Guideline 6, Provide Options for Executive Functions?

Hint: Gorillas Play In Prairies

A

Checkpoint 6.1: Encourage Student Goal-Setting
Checkpoint 6.2: Support Planning and Strategy Development
Checkpoint 6.3: Support Information and Resources Management
Checkpoint 6.4: Allow for Progress Monitoring

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20
Q

What are the 3 checkpoints for UDL Guideline 7, Provide Options for Recruiting Interest?

Hint: Cheetahs Remember Things

A

Checkpoint 7.1: Promote Individual Choice and Autonomy
Checkpoint 7.2: Emphasize Relevance, Value, and Authenticity
Checkpoint 7.3: Reduce Threats and Distractions

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21
Q

What are the 4 checkpoints for UDL Guideline 8, Provide Options for Sustaining Effort and Persistence?

Hint: Reptiles Vaporize Colorful Magic

A

Checkpoint 8.1: Reiterate Goals and Objectives
Checkpoint 8.2: Vary Learning Challenges
Checkpoint 8.3: Promote Collaboration and Communication
Checkpoint 8.4: Give Mastery-Oriented Feedback Often

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22
Q

What are the 3 checkpoints for UDL Guideline 9, Provide Options for Self-Regulation?

Hint: Bees Corner Serpents

A

Checkpoint 9.1: Use Belief to Increase Motivation
Checkpoint 9.2: Help Strengthen Coping Skills and Strategies
Checkpoint 9.3: Nurture Self-Assessment and Reflection

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23
Q

What is Principle 1, Multiple Means of Representation (UDL)?

A
  • Ensure variety in instructional delivery
  • Consider different mediums (print, electronic text, visual, and aural)
  • Consider students with cognitive, visual, or auditory disabilities, or may speak a different native language
    • For students with cognitive disabilities, provide instructional visuals to help them process information
  • Enhance the chances of diverse learners achieving learning goals and objectives
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24
Q

What is Principle 2, Multiple Means of Action and Expression (UDL)?

A
  • Give learners multiple options to demonstrate what they know
  • Communicate with the learner often, provide constructive feedback, and offer support
  • Methods:
    • Traditional assessment methods (multiple choice quizzes and fill-in-the-blank activities)
    • Authentic assessment methods (creating a project)
    • Example models
    • Detail specific criteria
    • Offer multiple ways to track progress
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25
Q

What is Principle 3, Multiple Means of Engagement (UDL)?

A
  • Provide multiple ways to get learners involved
  • Learners need to know why learning is important
  • Give learners different opportunities to be actively involved and create their own learning experiences
  • Methods:
    • Completing real-world tasks, research projects, and experiments
    • Lectures and discussion
    • Routines like daily pop quizzes
    • Group activities
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26
Q

What is Guideline 1, Provide Options for Perception (UDL)?

A
  • If information is not presented in a way the learner can perceive, it’s extremely difficult for them to grasp the knowledge
  • Present information in different formats, particularly ones learners can customize based on their needs
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27
Q

What is Guideline 2, Provide Options for Language, Mathematical Equations, and Symbols (UDL)?

A
  • Enhance comprehension with different representations of content
  • Learners may not understand what a graphic or symbol means, or what an equation is asking for
    • Could be due to a specific disability or to differing cultural backgrounds
  • Provide supplemental materials that increase understandability
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28
Q

What is Guideline 3, Provide Options for Comprehension (UDL)?

A
  • Ensure learners can use and apply knowledge they consume
  • Increase the student’s capacity to process information
    • Enable students to link new information to what they have previously learned
    • Incorporate active learning strategies
  • Students are diverse in how they process information, so include options for comprehending information
29
Q

What is Guideline 4, Provide Options for Physical Action (UDL)?

A
  • Activities like printed worksheets can create barriers for:
    • Students with visual or motor impairments
    • Students with cognitive disabilities
    • Students who need more physically active means to demonstrate skills
  • Instructional materials should extend beyond printed materials to include educational technologies and assistive technologies
  • Students should be able to actively interact with materials without too many obstacles
30
Q

What is Guideline 5, Provide Options for Expression and Communication (UDL)?

A
  • No single way for learners to communicate and no single form of media for expression
  • Some may express themselves best through oral presentation
  • Some may express themselves best through written composition
  • Provide different vehicles for expression and communication
31
Q

What is Guideline 6, Provide Options for Executive Functions (UDL)?

A
  • “Executive functions” refers to demonstrating skills at the highest level, enabling learners to:
    • Set long-term goals
    • Plan how they’ll achieve goals
    • Track their progress
    • Make the necessary changes to be successful.
  • Focusing too much on demonstrating low-level skills hinders executive functions
  • Focus on supporting learners and allowing them to exhibit higher skill levels
32
Q

What is Guideline 7, Provide Options for Recruiting Interest (UDL)?

A
  • Disinterest in information being presented makes learners less likely to process it
  • Information the learner isn’t interested in becomes inaccessible
  • Learners are diverse in their interests and their interests may change over time
  • Focus on highlighting differences in learners by including multiple ways for recruiting and promoting their interests
33
Q

What is Guideline 8, Provide Options for Sustaining Effort and Persistence (UDL)?

A
  • Learners need to pay attention and put forth effort for learning to happen
  • With motivation to learn, chances are higher for full concentration on the material
  • Attention spans are different for each learner
  • Aim to develop and improve attention and concentration skills.
  • Bring various options that stimulate motivation and self-regulation
34
Q

What is Guideline 9, Provide Options for Self-Regulation (UDL)?

A
  • Teach students how to react appropriately to learning environments
  • Not all learners can manage emotions and cope in the classroom on their own
  • Some learners may not know how to develop self-regulation skills, so manageing emotions becomes inaccessible
  • Learners’ reactions to the material and environment differ from student to student
  • Provide assorted options that support learners in effectively managing their reactions to the learning process
35
Q

What is Checkpoint 1.1, Allow Information to be Customized?

A
  • Consider presenting information in print and digital formats
  • Students should be able to customize information according to their specific needs
  • Example: Learners should be able to:
    • Adjust text and image sizes
    • Change fonts and color contrast
    • Adjust the sound and speed levels of audio and video
36
Q

What is Checkpoint 1.2, Make Auditory Information Accessible

A
  • Auditory information needs to be accessible to students who are deaf or hard of hearing
  • Provide captions and transcripts for video and audio
  • Incorporate speech-to-text technology
  • Supply visual interpretations of music or sounds
37
Q

What is Checkpoint 1.3, Make Visual Information Accessible?

A
  • Visual information must be accessible to students who are blind or visually impaired, or may not know how to interpret graphics due to their backgrounds
  • Provide print and digital descriptions of images and graphics
  • Use physical, tactile models (maps, atomic structures) for students to touch
38
Q

What is Checkpoint 2.1, Explain Vocabulary and Symbols?

A
  • Take time to teach vocabulary and symbol meanings
  • Provide descriptions along with graphics and symbols
  • Supply definitions and translations for unfamiliar terms
39
Q

What is Checkpoint 2.2, Highlight Syntax and Structure?

A
  • The structure of sentences or math equations may be confusing or unfamiliar to some learners
  • Highlight and emphasize relationships between structures
  • Help connect syntax and structure they already know to new knowledge they obtain
40
Q

What is Checkpoint 2.3, Help Decipher Mathematical Notation, Text, and Symbols?

A
  • Students may need help learning math symbols and notations, and decoding them
  • Use the mathematical notation, text, and symbols frequently
41
Q

What is Checkpoint 2.4, Support Other Languages?

A
  • Provide additional resources for learners not familiar with the primary language of the classroom
  • Supply definitions and key information in both the primary classroom language as well as a student’s native language
  • Electronic translation tools may assist with comprehension
  • Complement text-based materials with visuals to increase understanding
42
Q

What is Checkpoint 2.5, Utilize Multiple Media Formats?

A
  • Text-based learning materials may be inaccessible to students with cognitive disabilities and print disabilities
  • Supplement text-based materials with visual illustrations (diagrams, models, charts, and videos)
  • Ensure that connections between the text formats and visual formats are clear
43
Q

What is Checkpoint 3.1, Provide Background Knowledge?

A
  • Students learn better and retain new information when they can connect the new information to previous knowledge
  • Some learners may not have the background information needed to comprehend a new topic
  • Some learners may have the necessary background knowledge, but not know how to associate it with new knowledge
  • Make sure that background knowledge is supplied and activated to make learning more meaningful
  • Teach prerequisites and use aids like concept maps
44
Q

What is Checkpoint 3.2, Focus on Patterns, Critical Features, Big Ideas and Relationships?

A
  • The ability to determine important information from not-so-important information is critical
  • Focusing on critical information makes learning more efficient
  • Highlight major concepts and elements to help students select primary information from secondary information
  • Use resources like outlines, examples, and cues
45
Q

What is Checkpoint 3.3, Support Information Processing, Visualization, and Manipulation?

A
  • The ability to use new information is based on that information being successfully processed
  • Learners must be capable of picking, choosing, and modifying information to allow for better recall
  • Foster through progressive guidance
  • Examples:
    • Use scaffolds
    • Guide students through step-by-step procedures
    • Deliver content in smaller, digestible parts.
46
Q

What is Checkpoint 3.4, Support Transfer and Generalization?

A
  • After processing information, learners need to apply that information to different situations
  • Use multiple means of representation to support students’ ability to use information in different contexts
  • Use various teaching methods assist with connecting and transfering previous knowledge to new information
  • Methods
    • Memory techniques (ex. mnemonic devices)
    • Provide different ways for gathering information (ex. concept maps and note-taking outlines)
47
Q

What is Checkpoint 4.1, Provide Options for Response and Navigation?

A
  • Learners are diverse in the way they respond physically to educational environments
  • Some students need more time to complete activities and assessments due to:
    • Motor disabilities
    • Cognitive disabilities
    • Speech disabilities
    • Language barriers
  • Be flexible and provide alternatives that maximize physical interaction in the classroom
48
Q

What is Checkpoint 4.2, Support Tools and Assistive Technologies?

A
  • Students need tools and technologies that assist them in responding to learning environments and support in using those tools
  • Instruction is compatible with all learners’ tools and assistive technologies
  • Example: Ensure that electronic reading materials and activities presented to students are keyboard and screen reader accessible
49
Q

What is Checkpoint 5.1, Utilize Various Media for Communication?

A
  • Important that learners are given opportunities for expressing themselves through different kinds of media
  • Some express their learning experiences through written communication, but some options for others are:
    • Speech
    • Art
    • Music
    • Graphics
    • Video
    • Sculptures
  • Incorporate a mix of media for students in learning activities
50
Q

What is Checkpoint 5.2, Provide Options for Construction and Composition?

A
  • Curricula allows students to utilize different tools and media to compose and construct their responses
  • Methods:
    • Go beyond traditional tools and use more contemporary tools to make learner participation more accessible and prepare the, to be active participants in a media-thriving world
    • Use software to create math equations, graphic drawings, and storyboards
    • Allow text-to-speech software and grammar checkers
51
Q

What is Checkpoint 5.3, Support Fluency through Practice and Performance?

A
  • Learners need fluency in areas such as language, math, and technology
  • Support and guidance from teachers helps build these fluencies
  • Methods:
    • Show learners different ways or approaches to completing skills or tasks
    • Use scaffolds (temporary aids) to help students show what they know, then remove the scaffolds to increase the challenge
    • Give feedback to students so they know their progress and where to improve
52
Q

What is Checkpoint 6.1, Encourage Student Goal-Setting?

A
  • Learning objectives are used to establish students’ goals
  • Students need to know how to set goals for themselves
  • Guide learners in developing instructional goals for themselves, instead of telling them directly
  • Methods:
    • Model how to set goals for particular assignments
    • Provide temporary aids to demonstrate goal-setting (benchmark activities, checklists, and guides)
53
Q

What is Checkpoint 6.2, Support Planning and Strategy Development?

A
  • After establishing a goal, learners then must determine what they will do to achieve it
  • Guide learners in mapping out plans themselves for obtaining their goals
  • Methods:
    • Include methods that prompt students to approach their work strategically
    • Require learners to show their work and explain how they arrived at conclusions
    • Benchmarks and checklists can help with learning how to plan
54
Q

What is Checkpoint 6.3, Support Information and Resources Management?

A
  • It can be overwhelming for learners to process, retain, and recall a large amount of information
  • Assist students in learning how to store, organize, categorize, and summarize the information presented to them
  • Methods:
    • Guides
    • Templates
    • Organizers
55
Q

What is Checkpoint 6.4, Allow for Progress Monitoring?

A
  • It’s crucial to provide useful feedback to students
  • Feedback allows students to:
    • See their progress
    • See what they are doing well
    • Identify areas for improvement
  • Valuable feedback allows learners to see the worth in their education, and without it they can stop caring about it
  • Methods:
    • Rubrics
    • Allow students to submit multiple drafts (revisions)
    • Utilize self-assessments and reflections
56
Q

What is Checkpoint 7.1, Promote Individual Choice and Autonomy?

A
  • Encourage learners to choose how they will achieve objectives/goals
  • Providing options for learners and allowing them to pick what is best for them to meet objectives makes them feel more connected to their education
  • Let students choose:
    • How they will be assessed
    • What tools and resources to use for research
    • Rewards they can attain
57
Q

What is Checkpoint 7.2, Emphasize Relevance, Value, and Authenticity?

A
  • When learners think information is valuable or relatable, they can lose interest
  • Emphasize relevance and help learners connect to topics through authentic assessments and activities
  • Incorporate various activities to accomodate a variety in student interests
  • When students make personal connections to information and participate and reflect on their learning they are encouraged to see their education’s value
58
Q

What is Checkpoint 7.3, Reduce Threats and Distractions?

A
  • Aim to minimize threats and distractions, keeping in mind that threats and distractions vary from student to student
  • Examples:
    • Some may be sensitive to sensory stimuli like flashing lights or video containing too much motion
    • Others may find unexpected activities or changes in routine troubling
  • Maintain a safe and supportive classroom
  • Methods:
    • Prepare students through a daily calendar
    • Prepare students for challenges they may face with certain tasks
    • Vary activities that stimulate certain senses
    • Allow students to take brief breaks or timeouts
59
Q

What is Checkpoint 8.1, Reiterate Goals and Objectives?

A
  • Learners may forget the purpose behind certain tasks or lengthy activities
  • Remind students of the goals they will achieve, and the benefits of those goals
  • Keep them motivated by stressing the value of learning activities
  • Methods:
    • Facilitate a discussion about goals and objectives and encourage students to find meaning in them
    • Encourage connecting goals and objectives to learners’ interests
    • Have learners restate the goal in their own words and reflect on attaining it means to them
60
Q

What is Checkpoint 8.2, Vary Learning Challenges?

A
  • Not every learner is challenged to make learning effectiveby the same type of activity or assessment
  • Diffifulty levels for tasks should be varied
  • Supply resources necessary for successfully completing tasks and activities
  • When options are presented to learners, they can discover what motivates them to learn
61
Q

What is Checkpoint 8.3, Promote Collaboration and Communication?

A
  • Communication and collaboration are skills needed beyond the classroom
  • Implement activities that enable learners to collaborate and achieve goals together
  • It can be engaging for students when they come together and support each other
  • Methods:
    • Peer assessments
    • Group activities
    • Peer tutors
    • Programs that bring learners together with common interests
62
Q

What is Checkpoint 8.4, Give Mastery-Oriented Feedback Often?

A
  • Provide specific, constructive feedback
  • Go beyond showing students what was “right or wrong”
  • Give detailed, relevant feedback that learners can use to improve their performance and master topics
  • Provide feedback frequently so students are encouraged throughout the learning process
63
Q

What is Checkpoint 9.1, Use Belief to Increase Motivation?

A
  • When learners believe they can achieve their academic goals, they further discover motivation to learn
  • It’s important that students learn how to cope during those frustrating times
  • Incorporate options that help students manage goal-setting, achieve goals, and stay motivated while trying to achieve those goals
  • Methods
    • Rubrics
    • Checklists
    • Study guides
    • Calendars
      • Self-reflection activities
64
Q

What is Checkpoint 9.2, Help Strengthen Coping Skills and Strategies?

A
  • Consistently include methods that help students manage their emotional responses when coping with the learning process
  • Include multiple strategies that help students cope with stressful situations to account for a wide range of reactions
  • Methods:
    • Examples mentioned in Checkpoint 9.1
    • Provide feedback for how to handle frustrations and learning phobias
    • Use models and real-life examples to demonstrate coping skills
65
Q

What is Checkpoint 9.3, Nurture Self-Assessment and Reflection?

A
  • When learners are unable to observe their progress toward a goal, they lose motivation
  • Include a variety of self-assessments to assist learners in seeing their progression
  • Using tools for self-assessment allows learners to see how they have progressed
  • Tools for self-assessment:
    • Aids
    • Charts
    • Portfolios
    • Templates
    • Activities that allow students to assess their own work
66
Q

True or False

Practices for Universal Design for Learning involve incorporating flexibility into the design of educational content.

A

True

67
Q

True or False

Universal Design for Learning is based on scientific research.

A

True

68
Q

Which of the three brain networks supports planning, connecting information, and exhibiting skills?

A

Strategic network

CPACC Body of Knowledge (15 decks)

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