The goal of this document is to provide Chavez Leadership with a template for highlighting effective first instruction using UDL language.
Chavez UDL Spotlight
Barrier:
Briefly describe the barrier observed.
EXAMPLE: As an appraiser, I observed a barrier in learning. The teacher showed a video from start to finish with no pauses, checks for understanding or options for students to capture their learning. After two minutes of watching the students were talking/texting and not paying attention to the video.
Solution:
Briefly describe the solution implemented. Please use UDL language in your example. Use the UDL stems listed below to get you started. Also, if the teacher used a tool or resource that could be used by others, please include the link or attachment. For example, if the teacher used rubistar to create a rubric, you would link the page. You can also include a picture.
EXAMPLE: I (the appraiser) had a conversation with the teacher and I suggested that the teacher pause the video, ask clarifying questions, and provide a notetaking sheet. During a later observation, the teacher implemented the solutions when she:
- clarified vocabulary by stopping the video and discussing key terms
- checked for understanding by asking clarifying questions.
- provided a guided notetaking sheet to help students organize information and focus on critical features of the video
- encouraged them to take ownership of the lesson by completing a guided notetaking sheet
- creating an exit ticket to collect formative data
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UDL Stems
The teachers will not see these stems. The stems are for the appraisers to ensure that they are using UDL language in their description of the solution.
Select from the following list of UDL stems and add any specific detail (feel free to modify based on your grammatical needs or write your own):
The teacher checked for understanding when….
The teacher provided choice in how students showed new knowledge by…
The teacher clarified vocabulary by….
The teacher highlighted critical features when….
The teacher presented content using auditory and visual methods by…
The teacher offered opportunities for purposeful movement by…
The teacher provided access to technology tools to allow students the opportunity to create….
The teacher set a goal by…
The teacher organized information/routines for students by…
The teacher supported decoding words or symbols by….
Background knowledge was activated when….
Technology was used to present content when….
Student interest was recruited when….
Content was made relevant when…
A sense of community was created when…..
Students were given the opportunity to collaborate by….
Students were given specific feedback on their learning when…
The teacher encouraged to self reflect on their learning by…
Students demonstrated ownership of behavior and/or learning by….
Formative assessment data was used by the teacher to make instructional decisions when…