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
What is Principle 3, Multiple Means of Engagement (UDL)?
* **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
26
What is Guideline 1, Provide Options for Perception (UDL)?
* 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**
27
What is Guideline 2, Provide Options for Language, Mathematical Equations, and Symbols (UDL)?
* **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**
28
What is Guideline 3, Provide Options for Comprehension (UDL)?
* **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
What is Guideline 4, Provide Options for Physical Action (UDL)?
* 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
What is Guideline 5, Provide Options for Expression and Communication (UDL)?
* 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
What is Guideline 6, Provide Options for Executive Functions (UDL)?
* "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
What is Guideline 7, Provide Options for Recruiting Interest (UDL)?
* 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
What is Guideline 8, Provide Options for Sustaining Effort and Persistence (UDL)?
* 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
What is Guideline 9, Provide Options for Self-Regulation (UDL)?
* 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
What is Checkpoint 1.1, Allow Information to be Customized?
* 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
What is Checkpoint 1.2, Make Auditory Information Accessible
* **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
What is Checkpoint 1.3, Make Visual Information Accessible?
* **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
What is Checkpoint 2.1, Explain Vocabulary and Symbols?
* **Take time to teach vocabulary and symbol meanings** * Provide descriptions along with graphics and symbols * Supply definitions and translations for unfamiliar terms
39
What is Checkpoint 2.2, Highlight Syntax and Structure?
* 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
What is Checkpoint 2.3, Help Decipher Mathematical Notation, Text, and Symbols?
* Students may need help learning math symbols and notations, and decoding them * **Use the mathematical notation, text, and symbols frequently**
41
What is Checkpoint 2.4, Support Other Languages?
* **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
What is Checkpoint 2.5, Utilize Multiple Media Formats?
* 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
What is Checkpoint 3.1, Provide Background Knowledge?
* 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
What is Checkpoint 3.2, Focus on Patterns, Critical Features, Big Ideas and Relationships?
* 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
What is Checkpoint 3.3, Support Information Processing, Visualization, and Manipulation?
* 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
What is Checkpoint 3.4, Support Transfer and Generalization?
* **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
What is Checkpoint 4.1, Provide Options for Response and Navigation?
* 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
What is Checkpoint 4.2, Support Tools and Assistive Technologies?
* **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
What is Checkpoint 5.1, Utilize Various Media for Communication?
* **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
What is Checkpoint 5.2, Provide Options for Construction and Composition?
* **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
What is Checkpoint 5.3, Support Fluency through Practice and Performance?
* **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
What is Checkpoint 6.1, Encourage Student Goal-Setting?
* 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
What is Checkpoint 6.2, Support Planning and Strategy Development?
* 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
What is Checkpoint 6.3, Support Information and Resources Management?
* 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
What is Checkpoint 6.4, Allow for Progress Monitoring?
* 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
What is Checkpoint 7.1, Promote Individual Choice and Autonomy?
* **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
What is Checkpoint 7.2, Emphasize Relevance, Value, and Authenticity?
* 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
What is Checkpoint 7.3, Reduce Threats and Distractions?
* **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
What is Checkpoint 8.1, Reiterate Goals and Objectives?
* 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
What is Checkpoint 8.2, Vary Learning Challenges?
* 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
What is Checkpoint 8.3, Promote Collaboration and Communication?
* 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
What is Checkpoint 8.4, Give Mastery-Oriented Feedback Often?
* 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
What is Checkpoint 9.1, Use Belief to Increase Motivation?
* 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
What is Checkpoint 9.2, Help Strengthen Coping Skills and Strategies?
* 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
What is Checkpoint 9.3, Nurture Self-Assessment and Reflection?
* 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
# True or False Practices for Universal Design for Learning involve incorporating flexibility into the design of educational content.
True
67
# True or False Universal Design for Learning is based on scientific research.
True
68
Which of the three brain networks supports planning, connecting information, and exhibiting skills?
Strategic network