Kevin+Schneck's+Page

media type="custom" key="7256247" UDL Principles Applied to a Voicethread

Put Your VoiceThread here. Increase the size of the Voicethread by adding 200 to the height and width in the "other HTML box"(Bottom line). Voicethread



© [|CAST] 2009
 * Explain how your Voicethread addresses the UDL Guidelines. **
 *  Links will take you to the UDL Guidelines website. **
 * UDL Guidelines – Educator Checklist ||
 * I. ** [|Provide Multiple Means of Representation]: ** || ** Your notes ** ||
 * **1.** [|Provide options for perception]   ||   ||
 * The key information for this lesson is introduced and available to accommodate different learning styles and sensory modalities. If offers key ideas in both a visual and auditory format. The program allows for the lesson to be individualized by the user (pictures and text can be enlarged, volume can be amplified or at a lower volume. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * The information, concepts of fractions, is presented through three different models. An area/regional model, a linear model and a set model are used to allow for users to view the key information in three different forms. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * The user has the opportunity to express understanding and to work with integrating new information through an assessment of understanding. This assessment allows for the students to practice their new strategy and understanding as well as provide the instructor feedback. Key ideas and important facts are verbally and visually cued throughout the presentation. These tools are available for students to choose and be successful in problem solving as well as demonstrating learning. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * The information in the presentation is introduced in a variety of ways and the avenues for student engagement and response is also differentiated and available for the student. Student response can be recorded for students with motor skills deficiencies as well as the opportunity to type responses, or write in the student responses when leaving a comment for the instructor. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * This activity provides several different modalities for expression of understanding or to express a lack of understanding. Student are given the options when using the media in text, speech, drawing and the video. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The lesson itself is introduced from the most familiar model used with models to the model seen and worked with the least historically. Background knowledge of fractions is introduced and activated before modeling the strategy for understanding and reading fractions. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * Providing multiple examples and ways to understand fractions will help make our models relevant for the students and lessen any barriers to student engaging the important information. Because the students are working individually in their own workspace, their are less chances for distraction from their peers. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The ability for students to comment and respond to comments with one another as well as the instructor foster further communication and a collaborative learning environment. The options provided for communication allow for students who struggle with communication to express thoughts and feelings without barriers of specific disabilities. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The lesson itself is introduced from the most familiar model used with models to the model seen and worked with the least historically. Background knowledge of fractions is introduced and activated before modeling the strategy for understanding and reading fractions. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * Providing multiple examples and ways to understand fractions will help make our models relevant for the students and lessen any barriers to student engaging the important information. Because the students are working individually in their own workspace, their are less chances for distraction from their peers. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The ability for students to comment and respond to comments with one another as well as the instructor foster further communication and a collaborative learning environment. The options provided for communication allow for students who struggle with communication to express thoughts and feelings without barriers of specific disabilities. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||
 * Providing multiple examples and ways to understand fractions will help make our models relevant for the students and lessen any barriers to student engaging the important information. Because the students are working individually in their own workspace, their are less chances for distraction from their peers. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The ability for students to comment and respond to comments with one another as well as the instructor foster further communication and a collaborative learning environment. The options provided for communication allow for students who struggle with communication to express thoughts and feelings without barriers of specific disabilities. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||
 * Students are allowed the opportunity to build upon their understanding and background knowledge for better understanding. Subsequent lessons and sessions will build upon this initial introduction. ||  ||