UDL Guidelines in Global Action

Didactic sequence

Essential learning

• Identifies each unit’s basic vocabulary (color, icons, typography) (2.1).

• Provides examples of good execution and prompts that focus attention (3.2) while minimizing insecurity and distractions (7.3).

• It offers manipulative material to acquire essential learning with multiple media (2.5) and tools (5.2).

• Choose the most important part of each unit (3.2) and provide outlines or summaries to study (3.3) and interactive printables of the basic knowledge of each unit that allow personalization in the presentation of information (1.1).

Applicable activities

• Provides clear and well-structured definitions of the concepts (2.2) and presents them with various types of graphical organizers that represent the key ideas and their relationships (3.2), progressively between the levels of the stage (3.3).

• It incorporates systematic practice and review actions that favor the generalization of learning (3.4).

• Complements the written text using multiple resources as support to show basic knowledge with presentations or videos (2.5).

• Offers support to exercise basic knowledge with traceable interactive activities in each unit, using support tools and technologies (4.2).

Skills activities

• It incorporates activities that allow open answers that encourage participation, experimentation, problem solving, and creativity (7.2).

• It provides models and support using strategies and thinking keys that promote the processing of information and its transformation into useful knowledge (3.3).

• It encourages interaction and peer tutoring using cooperative learning techniques (8.3).

Evaluation

What have I learned?

Evaluation activities

• Stimulates self-assessment and peer-assessment by providing a variety of assessment tools and activities (9.3).

• Presents models and support for the process and guidelines to check the results (6.1.) supporting planning and strategy development (6.2) and facilitating the management of information and resources (6.3).

– Linguistic Plan Infographics.

– ICT infographics.

• Encourages self-assessment and peerassessment (9.3) with non-traceable interactive activities with supporting tools and technologies (4.2).

• Increases the ability to track progress (6.4):

– Traceable interactive instruments and activities for hetero-assessment.

– Develops evaluation and exercise tests by performance levels (basic/advanced) at different times of the annual programming (initial, during development, final) (5.3).

– Competence evaluation.

– GYM skills: tables and solutions.

Target response in action

• Maximises learning transfer to new contexts and situations (3.4).

• Printable digital portfolio that allows personalization in the presentation of information (1.1) in each unit, improving the students' ability to continuously monitor their progress (6.4) using self-assessment and reflection (9.3) and the use of feedback guiding better execution (8.4).

How have I learned?

• Stimulate achievement and improvement through self-regulation strategies that allow students to face challenges with relevant information about personal strengths and error patterns (9.2).