CAST’s Universal Design for Learning Guidelines – Educator Checklist
UDL Guidelines
Unit/Lesson: 8.EE.B.5 NFL
Football and Direct Variation
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 may work off of a computer for text to
speech or visual support
Students may work off of a computer for text to
speech or visual support
Students can brainstorm other types of direct
variation if they aren’t familiar with American
football.
Your Ideas
Using the lesson launch and its examples for prior
knowledge
Make connections to previously learned structures
Students may use the text-to-speech
Students may use the computer to find a multilingual
glossary on the web
Students can use the computer to create graphs
and/or tables, their thoughts in a word document.
Your Ideas
Through lesson launch, students can use prior
knowledge if they are familiar with American
football. Chance to pre-teach through lesson launch
and activate prior knowledge.
Follow up questions will lead to discussions into …
ideas and direct variation
Lesson has embedded models, scaffolds and
feedback to assist students through the resource and
multiple representations sheets.
Applying estimation
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
6. Provide options for executive functions
 Guide appropriate goal setting
Your Ideas
Students may have additional time and sentence
starters
Students may have the problem solving resource
sheet template on the computer and type into text
boxes
Your Ideas
Students may create the relationship using Katie
kubes, dry erase boards with or without the
coordinate plane on the boards
Students may use text-to-speech, calculator, online
graphing calculator, word processor, spell check as
needed
Groups can be strategic. Feedback can be
differentiated based on where a student is in their
understanding of the multiple representations of
direct variation.
Your Ideas
Prompts and scaffolds are provided throughout the
© 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
 Support planning and strategy development
 Facilitate managing information and resources
 Enhance capacity for monitoring progress
lesson and the resource sheets. Teacher has natural
breaks in the lesson to check on learning. Models
and examples can be shown on the board or using a
document camera.
In the lesson, guided questions help with
understanding as well as graphs, tables, and multiple
representation sheets.
Multiple representation and resource sheets promote
guided note-taking and organization of information.
With lesson, teacher can walk around and provide
timely feedback, stopping the class and checking in
with class discussions, and thumb up-down
formative assessment.
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
 Promote expectations and beliefs that optimize motivation
 Facilitate personal coping skills and strategies
 Develop self-assessment and reflection
Your Ideas
Lesson wrap up offers brainstorming of other
examples of direct variation.
Lesson wrap up asks when would someone use direct
variation in a career.
Classroom is a safe and nurturing environment.
Small groups. Class routine. Thumb up-down
responses.
Your Ideas
Resource sheet encourages chunking of activity, goal
setting, and scaffolds desired outcome.
Lesson closure asks for examples of direct variation
and how someone might use the relationship in a
career.
Cooperative learning groups and the rotation of the
responsibilities with in the roles. Lesson and
resource sheets have prompts that guide students.
Teacher walking around the room providing
productive feedback in a timely manner. Whole
group, pair, and small group discussions offer
motivation and feedback. Thumb up-down supports
frequent and timely feedback.
Your Ideas
Resource sheets prompt, remind, guide, and allow
students to see what is expected of them throughout
the lesson.
Teacher observation throughout the lesson and
scaffold the work to manage frustration. Student can
start out focused on finding comparisons. Students
have multiple opportunities to stop and check in with
the class throughout the lesson based on the resource
sheet. Students can still show multiple
representations even if all the other information isn’t
completed.
Reflection questions are embedded in the lesson.
Resource sheets, class discussion, thumbs up &
down, multiple representations sheet offer support
and time for reflection.
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author