Ashley+Parker'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

media type="custom" key="7708921"



for difficult vocabulary. || © [|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]   || Provides student opportunity to see and hear material. ||
 * **2.** [|Provide options for language and symbols]   || Multiple variations are shown of the same image. Definitions are provided
 * **2.** [|Provide options for language and symbols]   || Multiple variations are shown of the same image. Definitions are provided
 * **2.** [|Provide options for language and symbols]   || Multiple variations are shown of the same image. Definitions are provided
 * **2.** [|Provide options for language and symbols]   || Multiple variations are shown of the same image. Definitions are provided
 * **3.** [|Provide options for comprehension]   || Use multiple examples, cues and prompts and to emphasize critical features. ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   || Students can express knowledge in the form of writing, video and voice. ||
 * **5.** [|Provide options for expressive skills and fluency]   || Provides independent reading, and group work skills with differentiated feedback. ||
 * **6.** [|Provide options for executive functions]   || Embedded prompts to stop and think before releasing an answer. ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || Varied activities that are age and ability appropriate. High interest activity. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **4.** [|Provide options for physical actions]   || Students can express knowledge in the form of writing, video and voice. ||
 * **5.** [|Provide options for expressive skills and fluency]   || Provides independent reading, and group work skills with differentiated feedback. ||
 * **6.** [|Provide options for executive functions]   || Embedded prompts to stop and think before releasing an answer. ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || Varied activities that are age and ability appropriate. High interest activity. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **6.** [|Provide options for executive functions]   || Embedded prompts to stop and think before releasing an answer. ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || Varied activities that are age and ability appropriate. High interest activity. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || Varied activities that are age and ability appropriate. High interest activity. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **8.** [|Provide options for sustaining effort and persistence]   || Differentiation in the degree of difficulty or complexity within which core activities can be completed ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||
 * **9.** [|Provide options for self-regulation]   || Increases the length of on-task task orientation in the face of distractions by the pacing of class tasks. ||