Sandi+Stinson's+Page

=Punnett Squares - Why they are important to learn, and how we use them.= media type="custom" key="7348925" align="center"



© [|CAST] 2009
 * UDL Guidelines – Educator Checklist ||
 * I. ** [|Provide Multiple Means of Representation]: ** || ** Your notes ** ||
 * **1.** [|Provide options for perception]   || I customized the display by: ||
 * **1.1** [|Customize the display of information] || adding color contrast between the background and the content. Important words are highlighted by bold print and expressed by voice in the comments. ||
 * **1.2** [|Provide alternatives for auditory information] || The volume of the presentation can be adjusted, I have provided voice and text. ||
 * **1.3** [|Provide alternatives for visual information] || The display can be magnefied and paused by the viewer. ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * **2.1** [|Define vocabulary and symbols] || vocabulary is highlighted and defined by text and voice. ||
 * **2.2** [|Clarify syntax and structure] || vocabulary has text written definitions or voice alternatives ||
 * **2.3** [|Decode text and mathematical notation] ||  ||
 * **2.4** [|Promote cross-linguistic understanding] ||  ||
 * **2.5** [|Illustrate key concepts non-linguistically] || Concepts are illustrated by drawings and completed examples. ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * **3.1** [|Provide or activate background knowledge] || Students are asked to recall presious discussion of material. The prior knowledge is scoffolded upon with the new material in the presentation. ||
 * **3.2** [|Highlight critical features, big ideas, and relationships] || The use of the voice thread comment tool (drawing and use of changing color) information is highlighted. ||
 * **3.3** [|Guide information processing] || reference back to original question and a self-guided example at the end to complete. ||
 * **3.4** [|Support memory and transfer] || self-guided example to complete at the end of presentation. ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   || students can write in their responses or record them on a separate sheet of paper. ||
 * **4.1** [|Provide varied ways to respond] || students can record their responses or write it in ||
 * **4.2** [|Provide varied ways to interact with materials] || students can pause, magnify, write, or record their voice, go forward or backward within the voicethread, adjust the volume to their needs. ||
 * **4.3** [|Integrate assistive technologies] ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * **5.1** [|Allow choices of media for communication] || I have provided options for communication in the media for communication through text, speech, and drawing. ||
 * **5.2** [|Provide appropriate tools for composition and problem solving] || I have provided a step by step guide to completing the Punnett square. ||
 * **5.3** [|Provide ways to scaffold practice and performance] || I have provided a self-guided example for students to complete. Students can also write in the voicethread as we work through the guided example together or they can record their responses. ||
 * **6.** [|Provide options for executive functions]   || Students are given a step by stp guide to compleing the Punnett Square and once the Punnett square has been completed there is an example of what the completed square should like. ||
 * **6.1** [|Guide effective goal setting] ||  ||
 * **6.2** [|Support planning and strategy development] ||  ||
 * **6.3** [|Facilitate managing information and resources] ||  ||
 * **6.4** [|Enhance capacity for monitoring progress] ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || Model examples of why learning about Punnett squares is important. providing a guided example and then a self-guided example allows for students to explore the topic. ||
 * **7.1** [|Increase individual choice and autonomy] ||  ||
 * **7.2** [|Enhance relevance, value, and authenticity] ||  ||
 * **7.3** [|Reduce threats and distractions] ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   || By allowing students to comment and respond with one another and the teacher it prompts further communication and collaboration. ||
 * **8.1** [|Heighten salience of goals and objectives] ||  ||
 * **8.2** [|Vary levels of challenge and support] ||  ||
 * **8.3** [|Foster collaboration and communication] ||  ||
 * **8.4** [|Increase mastery-oriented feedback] ||  ||
 * **9.** [|Provide options for self-regulation]   || Students are encouraged to draw on their prior knowledge to help scaffold for better understanding of new knowledge. Other lessons will be used to build upon the initial content to further understanding and learning. ||
 * **9.1** [|Guide personal goal-setting and expectations] ||  ||
 * **9.2** [|Scaffold coping skills and strategies] ||  ||
 * **9.3** [|Develop self-assessment and reflection] ||  ||

Possible student response to the Voicethread above.

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