CAST’s Universal Design for Learning Guidelines – Educator Checklist
UDL Guidelines
Unit/Lesson:
I. Provide multiple means of representation– Recognition Networks
1. Provide options for perception
 Offer ways to customize the display of information
 Offer alternatives for auditory information
 Offer alternatives for visual information
2. Provide options for language, mathematical
expressions, and symbols
 Clarify vocabulary and symbols
 Clarify syntax and structure
 Support decoding of text, mathematical notation, and
symbols
 Promote understanding across language
 Illustrate through multiple media
3. Provide options for comprehension
 Activate or supply background knowledge
 Highlight patterns, critical features, big ideas, and
relationships
 Guide information processing, visualization, &
manipulation
 Maximize transfer and generalization
Your Ideas
Students are able to write, say, and act out expressions in
words and/or numbers/symbols.
Instead of saying the expressions or words, students are
forced to act them out during charades. Also, all information
that is shared verbally is displayed visually.
All information that is shared visually is discussed.
Your Ideas
Vocabulary and symbols are organized so that students are
able to build their vocabulary “bank” for each symbol. They
are also able to link every word to a symbol. Also,
vocabulary is acted out during charades.
The syntax in this lesson refers to order. The order in
division and subtraction expressions is explicitly discussed
to determine why it matters.
The entire revolves around the idea of decoding text and
mathematical notation.
Students are able to brainstorm vocabulary words as a class
to link to each symbol. Most languages use the same
mathematical symbols so this reinforces the symbols while
building on vocabulary.
Your Ideas
By starting with the symbols, we are starting with what all
students know. Then, we add words that the class knows.
As the unit progresses, we add more words that we
encounter.
The t-chart organizes mathematical vocabulary into 4 main
big ideas. Also while students are working they continually
see the relationship between words and symbols.
The t-chart guides information processing.
By building on and repeatedly using vocabulary, students are
able to become comfortable with the language of
mathematics so that they are able to translate from the verbal
representation to the mathematical expression.
II. Provide multiple means for action and expression - Strategic Networks
4. Provide options for physical actions
 Vary the methods for response and navigation
 Optimize access to tools and assistive technologies
5. Provide options for expression and communication
 Use multiple media for communication
 Use multiple tools for construction and composition
 Build fluencies with graduated labels of support for
practice and performance
Your Ideas
Charades allows the students to act out expressions.
Your Ideas
Students are able to translate between symbols and words.
In addition, they are able to illustrate their word problem
using pictures to later be translated to symbols and numbers.
Students start with the vocabulary that they know. During
charades, they are able to encounter various types of
expressions. At the end of each expression, the correct
answer is discussed. Then, students practice using a given
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author
CAST’s Universal Design for Learning Guidelines – Educator Checklist
6. Provide options for executive functions
 Guide appropriate goal setting
 Support planning and strategy development
 Facilitate managing information and resources
expression to write a word problem using their vocabulary.
Lastly, they are to come up with their own word problem and
expression.
Your Ideas
Information is organized in a t-chart and students are
encouraged to refer to their notes during all activities.
 Enhance capacity for monitoring progress
III. Provide multiple means for engagement - Affective Networks
7. Provide options for recruiting interest
 Optimize individual choice and autonomy
 Optimize relevance, value, and authenticity
 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
 Heighten salience of goals and objectives
 Vary demands and resources to optimize challenge
 Foster collaboration and community
 Increase mastery-oriented feedback
9. Provide options for self-regulation
Your Ideas
By allowing students to develop their own word problem,
students make the topic relevant to their own life.
By having the entire class brainstorm vocabulary, the
students with limited vocabulary are not put on the spot to
interpret the vocabulary on their own.
Your Ideas
Charades is a class activity. Students are able to see their
classmates ideas and build on them the next time.
By having students start with the expression and translate
into words, the students are able to hear that they are
successful and feel more confident before they begin
translating words into variable expressions.
Your Ideas
 Promote expectations and beliefs that optimize
motivation
 Facilitate personal coping skills and strategies
 Develop self-assessment and reflection
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author