Classroom engagement was analyzed thoroughly with the "Showcase 1 Engagement: A Day for the Constitution" assignment. "Consideration 7.2 Optimize relevance, value, and authenticity" is a UDL guideline that pairs well with the lesson I chose because the purpose of the lesson is to display a variety of differing perspectives on the Constitution and its effects on modern society and cultures. Discussions regarding how students are affected by the Constitution and amendments will keep students engaged due to the subject’s relevancy and inspire them to have to make real-world connections to their own lives. Each activity prioritizes the facilitation of active participation, exploration, and experimentation through classroom discussion, arguments, and reflections. 

Classroom assessment was analyzed thoroughly with the "Showcase 2: Evaluation Choice Board" assignment. This assignment specifically demonstrated the choice board and how different tools included in the choice board could allow students to demonstrate success. The UDL guidelines were thoughtfully considered during the creation of this assignment and the technology tools were chosen with the guidelines in mind. These include "Consideration 5.1 Use multiple media for communication". Canva aligns with this consideration because students can demonstrate knowledge through a variety of ways such as text, speech, illustrations, drawings, storyboards, infographics, and more. Secondly, "Consideration 6.4 Enhance capacity for monitoring progress" is met, as well. Kahoot! and Google Forms both align with this consideration because feedback is available to students on both platforms. Teachers can work with students to explore the most useful types of feedback according to specific preferences, goals, and contexts. Reflections and open-ended questions can supplement Kahoot! games as ways of guiding self-reflection and self-monitoring.  

Classroom enhancement was analyzed thoroughly with the "Showcase 3: Enhancement" assignment. "Consideration 2.5 Illustrate through multiple media" is the first UDL guideline met in this assignment. Students can break down a problem and answer it in multiple parts with various forms of media. They can answer part of a question in a video format and another part of the question with shapes and images offered by the LMS, such as a model, diagram, or photo. Multiple sources being utilized helps students to understand the subjects at hand and complete assignments related to the relevant subjects, thus the learning outcomes are represented more robustly. Secondly, "Consideration 8.2 Optimize challenge and support" is met. Students have many ways of solving problems and completing assignments through Seesaw. Computational Thinking and the use of multimedia tools allows students to use tools and scaffolds that align with the learning outcomes. Students can use external resources, independently gather their own data and information, and collect it in a document using Seesaw, helping to promote independent agency. Through immediate feedback and student-teacher communication and collaboration, I can support students and emphasize process, effort, and progress. Assigning homework that prioritizes algorithmic thinking and decomposition also emphasizes process, effort, and progress. Lastly, "Consideration 6.4 Enhance capacity for monitoring progress" is met. Student’s completed work appears in the class journal and students can create their own digital portfolio as a way of organizing and viewing their work in one space. This allows them to review and analyze their work as a representation of progress and identify patterns to see what they frequently get right and what they frequently get wrong. As the educator, I have the ability to give my students feedback on an assignment through a voice comment, text comment, or written annotations. I can upload rubrics, models, and examples to help my students know exactly what to do and what I want from them. To encourage accessibility, students should be able to complete assignments by typing, talking, performing in a self-recorded video, uploading a photo, and more.

I believe students should have the opportunity to learn in ways that suit their unique needs. A digital notebook is the perfect tool for students to log their progress, track their learning, and keep all class-related information in one place. Certain technological tools facilitate this process, empowering students to maintain meaningful, personalized records of their learning to which they can refer to in times of curiosity, uncertainity, or confusion. Not all activities need to be collaborative or teacher-centered; a digital notebook allows students to independently manage and utilize information in a way that is useful to them.