Ariel

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



I Presented information in ways that allows access to all students. ||  || © [|CAST] 2009media type="custom" key="7256497"
 * 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]
 * **2.** [|Provide options for language and symbols]   ||   ||
 * I provided visuals as well as spoken language in order to reach a diverse student body. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * I provided a way for students to understand by grabbing their attention then explaining concepts. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * I provided a space for students to record their responses. ||  ||
 * Nonverbal students will be given the oppurtunity to demonstrate their understanding via physical gestures. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * I will allow students that have written expression issues to verbally explain ir understanding. ||  ||
 * If needed or desired I will allow students to record themselves to demonstrate their understanding. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * I scaffoled the material so that my lower level kids are able to grasp complex concepts. If I have a student that is unable to label the types of matter I will ||  ||
 * encourage them to tell me in a story or play pretend, any way that they are able to demonstrate their knowledge. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * I showed a rap video to peak their interest in matter, the video featured a younger person rapping ||  ||
 * about matter to a popular hit's tune. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * I differentiated in a way that allows higher level students to go furtherin the lesson by messaging me questions or adding their own comments. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * I enable the kids to work at their own pace by giving them access to the questions from their keyboard. ||  ||
 * I scaffoled the material so that my lower level kids are able to grasp complex concepts. If I have a student that is unable to label the types of matter I will ||  ||
 * encourage them to tell me in a story or play pretend, any way that they are able to demonstrate their knowledge. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * I showed a rap video to peak their interest in matter, the video featured a younger person rapping ||  ||
 * about matter to a popular hit's tune. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * I differentiated in a way that allows higher level students to go furtherin the lesson by messaging me questions or adding their own comments. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * I enable the kids to work at their own pace by giving them access to the questions from their keyboard. ||  ||
 * I differentiated in a way that allows higher level students to go furtherin the lesson by messaging me questions or adding their own comments. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * I enable the kids to work at their own pace by giving them access to the questions from their keyboard. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * I enable the kids to work at their own pace by giving them access to the questions from their keyboard. ||  ||
 * I enable the kids to work at their own pace by giving them access to the questions from their keyboard. ||  ||