Josh's+Page

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] 2009media type="custom" key="7256637"
 * 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]   ||   ||
 * I have a video explaining the material at the end of the video is a fill in the blanks quiz to be used with a companion worksheet. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * The quiz at the end of the video is displayed on the screen as text and is read aloud. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * Students have to glue beans to a large piece of paper in the configurations of molecules representing each state of matter. Students were also given the option of drawing this instead. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * Students have to glue beans to a large piece of paper in the configurations of molecules representing each state of matter. Students were also given the option of drawing this instead. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * More advanced students can choose to illustrate a more difficult configuration showing how the individual molecules are connected differently in each phase of matter (locked in a crystal lattice, loosely connected in liquid, etc.) ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The variety of parts of this activity provide for a wide array of executive functioning. By gluing or drawing the arrangement of molecules in each state of matter the students draw on their knowledge of the differences between the molecular arrangement of each state of matter. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * There are many different aspects to this lesson each designed to accommodate the interests of different students. The video is present for students who would rather sit back and watch something than take notes as they might in a traditional classroom. Other students who enjoy working more with their hands can benefit from making the models of the phases of matter with the beans or by drawing it. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Things such as time management and starting work promptly are already integrated into a class reward system for some students. As for the lesson itself, the activities are themselves are not particularly lengthy so students are not as likely to loose interest with any one task. Aiding this is the fact that science class is divided by lunch, so there is a break built in. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The variety of parts of this activity provide for a wide array of executive functioning. By gluing or drawing the arrangement of molecules in each state of matter the students draw on their knowledge of the differences between the molecular arrangement of each state of matter. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * There are many different aspects to this lesson each designed to accommodate the interests of different students. The video is present for students who would rather sit back and watch something than take notes as they might in a traditional classroom. Other students who enjoy working more with their hands can benefit from making the models of the phases of matter with the beans or by drawing it. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Things such as time management and starting work promptly are already integrated into a class reward system for some students. As for the lesson itself, the activities are themselves are not particularly lengthy so students are not as likely to loose interest with any one task. Aiding this is the fact that science class is divided by lunch, so there is a break built in. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||
 * There are many different aspects to this lesson each designed to accommodate the interests of different students. The video is present for students who would rather sit back and watch something than take notes as they might in a traditional classroom. Other students who enjoy working more with their hands can benefit from making the models of the phases of matter with the beans or by drawing it. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Things such as time management and starting work promptly are already integrated into a class reward system for some students. As for the lesson itself, the activities are themselves are not particularly lengthy so students are not as likely to loose interest with any one task. Aiding this is the fact that science class is divided by lunch, so there is a break built in. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||
 * My students in particular tend to get set off when the material is too difficult for them. The presentation of the material is designed to provide enough background information for the final activity so they are prepared for it both intellectually and emotionally. This eliminates much of the risk of the students having a blow-up or shutting down. Therefore, the students stay in control of themselves and any such potential issues tend to be avoided. ||  ||