Using the examples from Chapter 21 Universal Design for Learning (UDL): Reaching All Students, discuss creating a unit on a particular topic such as loops, conditional statements, variables, inheritance, etc. (Note: this could be a unit you plan to develop for your capstone project, but it does not have to be.) 

You can select the topic which best applies to your project or to one in which you’d like to do a little more research. If you’re having troubles finding research on a particular topic, you might want to check out www.csteachingtips.org, which has tips based on interviews with computer science teachers. So, while more anecdotal in nature, it is based on the collective experience of CS teachers. (This would not be an appropriate resource for your annotated bibliography, however.)

The recommended steps to follow are:

1. Review the Three UDL Principles on page 220.
2. Review the nine guidelines for how to apply UDL in an instructional context.  Additional information is available at The UDL Guidelines
3. Create a UDL table (as illustrated in Table 1 page 221) for your topic that includes your goals, barriers, methods/materials and assessment.
   • Example of goals for one dimensional arrays could include: need for the array structure; structure of an array; array boundaries, array syntax; different tasks like finding the max value, count groups of values, counters, accumulators, outputting all the values, etc.; using arrays in methods; etc.
   • Examples of barriers based on Reviews from the experience of the CS education community and research literature about students’ difficulties and misconceptions while learning about the topic. Examples: index and length; exceed index boundaries; empty cells, loss of value in cells due to overwriting, understanding the differences between the index, value, counter and accumulator; difficulty understanding that objects need to be instantiated to be part of an array.
   • List your methods and materials you would use to address the barriers in teaching one-dimensional arrays: your strategies for unpacking k-12 programming instructional implementation with multiple examples of representation and engagement. (page 224).
   • Create an assessment that will measure learning in a flexible manner.  What kind of project could you envision your students completing to demonstrate that they have met the learning goals defined.