UDL Print Checklist
Check all you can find on the Sample Syllabus:
Yes No
Handouts/E-text
___ ___ Font: 12 or 14 in Arial or Tahoma
___ ___ No words in all CAPITALS
___ ___ Tabbing minimized and tabs are consistently used
___ ___ Bobby Proof: Navigable by screen reader, Linear, picture captions
___ ___ Linear
___ ___ Color-coded handouts
___ ___ Notes posted on web prior to lecture
___ ___ Scaffold meaning, i.e. build vocabulary, concepts that lead to new
vocabulary and concepts
___ ___ Context Embedded vs. Context Reduced: comprehensible references,
content uses context clues, relates to student experience, frame of
reference, use examples, no jargon
Tell Textbook representatives that you must have books
___ ___ Available in e-text for adaptive technology
___ ___ Logical order of chapters and information
___ ___ Bolded Key Vocabulary and Concepts
___ ___ User friendly Table of Contents, Glossary and Index
___ ___ Supplemental CDs/Web is accessible
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UDL Student Organization Checklist
Name:
________________________
Course:
________________________
Term:
________________________
Yes No
Textbook/Print/Handouts
___ ___ Textbook Pre-reading: Cover info, Publisher, edition, ISBN,
Table of Contents, Glossary, Index, Bolding, etc.
___ ___ Handouts dated and organized in binder or folder
___ ___ Login and password for Web/Blackboard/Webadvisor
Planner with Months and weeks
___ ___ Have with me always
___ ___ Note general tasks by day on Monthly Calendar
___ ___ Note details on day on weekly Calendar
___ ___ Look at Planner first thing in morning and last thing at night
Note-taking
___ ___ Write Course, Date on paper every class
___ ___ Categorize and note topic, details, use bullets, underline
___ ___ Highlight Key Vocabulary and Concepts
___ ___ Confer with peer or instructor to check quality
Monitor Grades
___ ___ Where will you record grades… every grade?
___ ___ Write every grade by date received
___ ___ Average grade weekly/Check grade with instructor
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UDL Communication Checklist
Name:
________________________
Course:
________________________
Term:
________________________
Yes
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No
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Communication
Collegiality, mutual respect, diversity of learners/processing time, turn taking, topic
maintenance.
Choral repetition of multisyllabic new terms (weak readers/difficulty sequencing sounds)
Control vocabulary, define jargon.
Send “I” messages (initially at least!).
Repeat, paraphrase key points.
Less is more, use precise language.
Body language and tone of voice support meaning.
Increases self-insight by pointing out effective communication.
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Lecture
Provide objectives at start of each class and emphasize important information.
Visual Cues: use board, Tablet PC, PowerPoint.
Give time for information processing.
Move around, monitor student notes and participation.
Linear/repetitive/paraphrase.
Vary with student exploration, activity.
During activity develop questions based on student outcomes.
Post accessible notes on web.
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Questioning Techniques
Start with review questions.
Connect old learning to new and overall objectives of each class.
Students make the connections and identify why this is important.
Wait…give the gift of processing time.
Wrong answer? Praise attempt. Explain that research shows the best learning occurs
from mistakes.
Repeat key points by multiple students: memory, automaticity, enforces importance of
Information.
Try, “Raise your hand if you can tell me…”, then wait.
Call on specific student. Incorrect answer? Call on another; return to
first, so they can answer correctly.
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Methods of Assessment Checklist
Name:
________________________
Course:
________________________
Term:
________________________
Yes
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No
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Traditional Assessment
True and False
Multiple Choice
Fill in the Blank
Short Answer
Essay
College Paper
Project
Portfolio
Take Home Exam
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UDL Methods of Assessment
Multiple Assessment Options for Students to Choose From
Test in Same Manner You Teach
Untimed Tests
Vary Test Format
Oral Exam (Student can explain all in class and flunks paper/pencil)
Test-Allow Study-Retest
Provide Assignment Instructions in both written and oral
“Clickers” during Class
Quick Surveys: electronic, print
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Writing Assignments
Provide Consistent Grading Rubrics
Allow for Drafts and Revisions
Display Examples of Work for Grades: A, B, C, D, F
Class reflection papers: Develop Student insight and Provide Faculty Feedback
One Minute Papers
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Testing Tips
Relaxation Techniques, i.e., 4-5 deep cleansing breaths, positive mantra
Chew gum, sip water, soothing music
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