UDL Strategies Video Analysis Activity

Context & Purpose of the Session

  • Participants are preparing to observe teacher-made videos.
  • Primary goal: Identify and catalogue Universal Design for Learning (UDL) strategies displayed in each video.
    • Explicit instruction: • Do not merely write the checkpoint code (e.g., “UDL 2.1”). • Instead, describe exactly what the teacher does that exemplifies the checkpoint.
  • Materials provided:
    • A printed (or digital) copy of the UDL Guidelines for quick reference.
    • Colored markers to label grade-band stations.

Hierarchy of Student Support Mentioned

  • Instructor acknowledges different levels of student need:
    • Some learners require only a “little bit of a crush” (i.e., minimal scaffolding or encouragement).
    • Others need additional support systems in place.
  • Gray area highlighted: deciding where the line falls between “minimal help” and “more robust interventions.”
    • Participants are implicitly encouraged to notice this nuance while watching the videos.

Activity Setup & Logistics

  • Grade-Band Stations
    • Stations are organized by grade levels (called “grade bands”).
    • Confirmed grade bands mentioned:
    • Kindergarten (labeled “Kendra” in the transcript—likely shorthand or a playful label).
    • Third Grade.
    • First Grade (a participant is asked to list it, implying a station needs to be labeled).
    • Participants (“tenders” – possibly a typo for “attenders” or “team leads”) collect markers and physically write the grade-band headers.
  • Group Roles
    • Four “tenders” identified; they appear responsible for setting up or facilitating the stations.

Step-by-Step Procedure for Participants

  1. Review Guidelines
    • Look over the UDL Guidelines you read last night.
    • Keep the guideline sheet in front of you for reference.
  2. Watch the Teacher Videos
    • Focus on instructional moves, materials, and classroom arrangements.
  3. Document UDL Strategies
    • For every observed practice, note:
      • Which UDL checkpoint it aligns to.
      • A specific description of the teacher’s behavior or classroom feature.
      • Any outcomes or visible student reactions (if shown).
  4. Categorize by Grade Band
    • Place observations under the correct station label (Kindergarten, 1st, 3rd, etc.).

Guidance on Note-Taking Quality

  • Avoid generic shorthand (e.g., “UDL 2.1”).
  • Write actionable, concrete examples (e.g., “Teacher offered multiple formats of instructions—verbal, visual icons on the board—aligns to UDL 1.2 ‘Offer alternatives for auditory information’.”).
  • Include context such as:
    • Materials used (manipulatives, digital tools, anchor charts).
    • Instructional strategies (think-pair-share, graphic organizers, sentence stems).
    • Differentiation moves (tiered questions, scaffolded reading passages).

Connections & Broader Implications

  • Reinforces the practice of backward mapping UDL checkpoints to concrete classroom behaviors.
  • Helps educators:
    • Build a repertoire of inclusive strategies.
    • Recognize subtle vs. extensive supports.
    • Reflect on their own teaching videos for continuous improvement.
  • Ethical dimension: Strives to ensure all learners—those needing “just a nudge” and those requiring more intensive supports—are equitably served.

Potential Follow-Up

  • After data collection, groups may:
    • Compare findings across grade bands to see developmental alignment.
    • Discuss gray-area supports, debating when a strategy is minimal vs. substantial.
    • Create an action plan for integrating observed UDL moves into their own classrooms.