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UDL Principles Applied to a Voicethread

media type="custom" key="7162399" 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



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]   Information is presented in text, visual, and auditory form. ||   ||
 * **2.** [|Provide options for language and symbols]   Visual representation of concepts. Ex. Dog nodding head on nod head slide. ||   ||
 * **3.** [|Provide options for comprehension]   Goofy picture at the beginning supports memory recall. ||   ||
 * Slides can be accessed in any order and still get the big idea. ||  ||
 * Background knowledge is addressed with the picture of real children sitting appropriately. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   Students can click on slides to get text, voice reading the text, click to play a video clip, click and move between slides in any order. ||   ||
 * **5.** [|Provide options for expressive skills and fluency]   Students will practice skills in the classroom and community following voicethread. ||   ||
 * **6.** [|Provide options for executive functions]   Students can check the visual representation for each step of the listening process. ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   Students can view the social skill lesson at any time, view slides in any order, pictures show actual children, and my voice - which they are accustomed. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   Students can click on slides to get text, voice reading the text, click to play a video clip, click and move between slides in any order. ||   ||
 * **5.** [|Provide options for expressive skills and fluency]   Students will practice skills in the classroom and community following voicethread. ||   ||
 * **6.** [|Provide options for executive functions]   Students can check the visual representation for each step of the listening process. ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   Students can view the social skill lesson at any time, view slides in any order, pictures show actual children, and my voice - which they are accustomed. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **6.** [|Provide options for executive functions]   Students can check the visual representation for each step of the listening process. ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   Students can view the social skill lesson at any time, view slides in any order, pictures show actual children, and my voice - which they are accustomed. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   Students can view the social skill lesson at any time, view slides in any order, pictures show actual children, and my voice - which they are accustomed. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   Students can watch the lesson repeatedly if needed whereas this cannot be done with teacher modeling. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||
 * **9.** [|Provide options for self-regulation]   Student can self assess if they are using the steps. ||   ||