Universal Design for Learning and My Lesson

I analyzed the lesson that I submitted to Merlot entitled Counting Sets of Coins. I found that my lesson had most of the features of UDL.  For some of the barriers that I identified, it would be difficult to adjust the lesson to address these issues because it relies on a 3rd party's game applet which I cannot edit.  When possible, I tried to find ways to improve access to the applet.

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: effective color contrast is present with the virtual manipulatives and online game
1.2 Provide alternatives for auditory information	Feature: use of virtual manipulatives and the game visually models how to count coins
1.3 Provide alternatives for visual information	Feature: uses actual coins to practice counting money.  Online game gives verbal directions in addition to written directions. Barrier: online game does not have audio descriptions of images.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: students are pre-taught quarters, dimes, nickels, and pennies.  They have practiced counting these coins in isolation and have been taught how to identify each coin.
2.2 Clarify syntax and structure	Barrier: link to previously learned concepts is not made explicit.
2.3 Decode text or mathematical notation	Barrier: the coins used in the game applet does not have a way for it to be decoded by all learners.  It would be useful if, when a mouse is placed over the coin, it told the user what kind of coin it was.  This would also help with 1.3.
2.4 Promote cross-linguistic understanding	Barrier: does not illustrate the relative values of each coin (an abstract value) which may be difficult for ELLs to understand (solution – Illuminations)
2.5 Illustrate key concepts non-linguistically	Feature: uses virtual manipulatives, physical manipulatives, and a game applet which models counting coins visually
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Barrier: not explicitly stated in lesson.  Before modeling how to count coins, could review the individual coin values using class’s coin graphic organizer or Shahi
3.2 Highlight critical features, big ideas, and relationships	Barrier: does not show what you are doing when you are counting coins with different values (a critical feature) (solution – Illuminations – coin box)
3.3 Guide information processing	Feature: provided interactive model in the form of the game applet.  Instruction is scaffolded beginning with teaching modeling, guided practice, independent practice, and then independent application
3.4 Support memory and transfer	Feature: use of a class store and coins help to transfer the skill to the real-world use of counting coins while shopping

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Barrier: game applet is controlled only by a mouse.  Solution – installing Camera Mouse so it can be controlled with eye movement
4.2 Provide varied ways to interact with materials	Feature: uses both virtual and physical manipulatives
4.3 Integrate assistive technologies	Barrier: game applet is controlled only by a mouse.  Solution – installing Camera Mouse so it can be controlled with eye movement
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: uses physical manipulatives
5.2 Provide appropriate tools for composition and problem solving	Feature: uses physical and virtual manipulatives and use of game applet (web application)
5.3 Provide ways to scaffold practice and performance	Feature: provides differentiated mentors in modeling how to count coins (teacher, peers, and game applet)
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: no goal setting was included.  Possible solution – have students set a goal of an amount of money they want to be able to count to (tie in to how much money they want to earn for the class store)
6.2 Support planning and strategy development	Feature: think-alouds of the process of counting coins is embedded in the lesson.
6.3 Facilitate managing information and resources	Barrier: no organizational aid provided. Possible way to emphasize the steps in the process is to make a checklist of the steps for counting collections of coins or provide a coin-sorting mat.
6.4 Enhance capacity for monitoring progress	Barrier: no way for students to see progress.  Could tie in to goal setting and have students track how much money they are able to count over time (perhaps create an online graph of it).

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: students will have choice in the type of “reward” available (what they purchase at the class store).
7.2 Enhance relevance, value and authenticity	Feature: class store makes the exercise more authentic because it relates the math to a real-world use of it
7.3 Reduce threats and distractions	Feature: students use headphones when interacting with game applet in order to buffer noise.  Class store is a novelty to the classroom (not done on a regular basis).
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: the goal is reminded as students earn coins for good behavior.
8.2 Vary levels of challenge and support	Feature: there is a more advanced game applet included in the lesson for students who find the first one too easy.  In my class, math is taught as math centers – there are 3 groups of students.  Each group is formed based on pre-assessment data.  The amount of scaffolding and the problems I give to each group varies based on their prior knowledge and abilities.
8.3 Foster collaboration and communication	Feature: coins are a version of positive behavior support.
8.4 Increase mastery-oriented feedback	Feature: game applet allows for feedback to students for their responses along with feedback given during guided practice.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Barrier: no goal setting currently present in lesson.
9.2 Scaffold coping skills and strategies	Barrier: no coping skills taught explicitly
9.3 Develop self-assessment and reflection	Barrier: no monitoring of emotions and reactivity.  Possible solution is having students keep track of the coins they are earning using a graph.