6th Grade Udl Rubric Julia Gleason

Rubric for Teacher Implementation of UDL (Providing Multiple Means
of Representation)
Highlight the UDL elements Provide Evidence from the Video Provide Suggestions for Improvement
Observed in the Lesson
Uses Multiple There were multiple representations of Perhaps the teacher could use comparing and
Means of 1.1 Offer ways of customizing the grams. The teacher wrote it on the board and contrasting to help the students better understand
Representation display of information had students write them on their papers. the grams. She could liken a gram to the weight of
1: Provide options 1.2 Offer alternatives for auditory Then they discussed that and put it in a paper clip or something else recognizable to all
for perception information  perception (“that’s a lot of sugar”). The students. She could also have an actual bottle of
1.3 Offer alternatives for visual students then saw the grams visually and soda available for students to be able to better
information mass wise as they weighed them out with the visualize the liters and serving sizes being
actual sugar. discussed.
Uses Multiple 2.1 Clarify vocabulary and symbols There seemed to be little variety for UDL If there were key vocabulary words and math
Means of 2.2 Clarify syntax and structure here. Little math or science terms were symbols defined, it could help the classroom to be
Representation 2.3 Support decoding of text, clarified, and the only media given was that more of a UCL classroom. Because this is a science
2: Provide options mathematical notation, and symbols visualized on the board by the teacher’s classroom and math is not the first priority in this
for language, 2.4 Promote understanding across example. lesson, she could write the terms and formulas on
mathematical languages 2.5 Illustrate through the board to equal out that barrier for students.
expressions, and multiple media
symbols
Uses Multiple 3.1 Activate or supply background Background knowledge was utilized in using To encourage more learning from students who
Means of knowledge soda and sugar to portray the lesson. It can understand the concept, she could give them
Representation 3.2. Highlight patterns, critical features, be assumed many students have prior options to do a problem on their own, without the
3: Provide options big ideas, and relationships experience with these things and that will examples or classmates assistance.
for comprehension 3.3 Guide information processing, help them to understand more. The teacher
visualization, and manipulation also provided examples on the board for
3.4 Maximize transfer and students to learn from.
generalization
Rubric for Teacher Implementation of UDL Page 1

of Action and Expression)
Circle the elements observed in the Evidence from the Video Suggestions for Improvement
lesson
Uses Multiple Calculators were provided so that students It would be helpful to have more calculators
Means of Action 4.1 Vary the methods for response and could focus on the science rather than get available or to slow down teaching. Some students
and Expression navigation  lost and tired on the math. did not get a chance to fully utilize them and
4: Provide options 4.2 Optimize access to tools and seemed stressed.
for physical action assistive technologies
Uses Multiple 5.1 Use multiple media for A whiteboard was used to display written More scaffolding would help some students who
Means of Action communication  information to students, as well as the seemed to be lost. Both teachers could look more
and Expression 5.2 Use multiple tools for construction graphic organizer the students were carefully fore those struggling and work with them
5: Provide options and composition individually given. Scales and sugar were also during the lesson, so they don’t get behind.
for expression and 5.3 Build fluencies with graduated used to help visualization.
communication levels of support for practice and
performance
Uses Multiple 6.1 Guide appropriate goal-setting It was constantly addressed that the goal was Perhaps if the teacher asked the class what the
Means of Action 6.2 Support planning and strategy to find the amount of sugar in each serving best way to understand the amount of sugar in our
and Expression development and to understand what was going in our bodies would be or how they could best visualize
6: Provide options 6.3 Facilitate managing information bodies. The teachers walked around the it.
for executive and resources room and helped students stay on task and
functions 6.4 Enhance capacity for monitoring understand the work. Students were also
progress allowed to help others with questions.

of Engagement)
Circle the elements observed in the Evidence from the Video Suggestions for Improvement
lesson
Uses Multiple There were not many options for individual If there were multiple experiment options and
Means of 7.1 Optimize individual choice and choice, but the pace of the lesson was such readings or different levels available for students
Representation autonomy that distractions were minimized. to choose from, they could practice autonomy.
7: Provide options 7.2 Optimize relevance, value, and
for recruiting authenticity
interest 7.3 Minimize threats and distractions
Uses Multiple 8.1 Heighten salience of goals and Students were allowed to work in groups and If there were extra problems on the graphic
Means of objectives help each other. However, we see little organizer or board that challenged students a bit
Representation 8.2 Vary demands and resources to evidence of goals being pushed higher. more, they could choose to do them and grow if
8: Provide options optimize challenge they felt ready while the other students were
for sustaining 8.3 Foster collaboration and finishing the assigned problems.
effort and community 
persistence 8.4 Increase mastery-oriented
feedback
Uses Multiple 9.1 Promote expectations and beliefs A variety of students were called on to Maybe if more personal reflection questions were
Means of that optimize motivation promote self-confidence. The teacher worked asked to the students, they could practice
Representation 9.2 Facilitate personal coping skills and with students individually to help them figure reflection more.
9: Provide options strategies out the problems in their own timing and
for self-regulation 9.3 Develop self-assessment and vocabulary. Reflection was encouraged as she
reflection explained the amount of sugar going into
each of their bodies.


6th Grade Udl Rubric Julia Gleason

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Rubric for Teacher Implementation of UDL (Providing Multiple Means

Rubric for Teacher Implementation of UDL Page 1

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Rubric for Teacher Implementation of UDL Page 3

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