Emily+Elkus

UDL Principles Applied to a Voicethread

media type="custom" key="7304555" 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 voice thread I created provides options for perception by allowing the student to visually see the pictures and letters as well as hear my voice. The voice thread also allows for adjustments by the user in ways such as allowing the student to adjust volume, pause certain slides, and repeat the voice thread. The images could also be made much larger if the voice thread was shown on a Smart Board, rather than a computer screen. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * A variety of symbols/pictures are used for each long and short vowel sound throughout the voice thread. By using at least two different images, or symbols, to demonstrate and model each long and short vowel sound, the students are provided with options for symbols. Being that I am "stretching" the vowel sounds in the contexts of different words and images, the student is also receiving options for language. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * Using familiar images throughout the voice thread will activate students' prior knowledge of these images and their names, such as bug, cake, cup, etc. These are words and images that students see and say regularly. Throughout the voice thread, these common items are segmented and the short or long vowel sound is the concentration of the voice thread. The students see the images, hear me say them, hear me segment the sounds, and then are asked to "stretch" the sounds themselves. This process is an active process, therefore lending itself to comprehension. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * There are several ways the students receive the information on the voice thread. They are able to click the mouse and go through each slide, read the text, listen to my voice, and see the images. A blind student would access the voice thread, as well as a student with limited physical abilities, and a student with limited knowledge about computers. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * The voice thread definitely allows for students of various levels in learning to express their knowledge and fluency of the material (vowel sounds). The students are given many opportunities throughout the voice thread to listen to me segment the sounds, if they are currently working at a lower level. There are also many examples when the students are asked to "stretch" long and/or short vowel sounds. This will assist in moving students towards fluency of long and short vowel sounds. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The goal of this voice thread is not to provide short term memorization of long and short vowel sounds. By activating prior knowledge, using multiple representations of the content, and allowing the students to participate in a way that keeps them engaged, students should have more than short term reactions/progress. The voice thread is one strategy, that would be accompanied by several others, used to make and monitor long term progress. It would be a tool used to assist in teaching vowel sounds, but it would not be the only provider of instruction. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * The voice thread recruits student interest in several ways. The teacher's (my) voice is leading the voice thread. This will keep the attention of students more so than having an automated voice because it is recognizable and familiar to the student. The images in throughout the voice thread are also engaging. They are colorful and familiar items that the student can relate to (bike, cake, dog, cup, bug, etc.). Asking the students to participate and "stretch" out sounds will also keep them engaged and focused. Giving the students the capability to click through themselves is also engaging for the student. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The voice thread allows for sustaining effort and persistence in a couple different ways. The students are spoken to in a motivating and upbeat tone. Each time they are asked to practice "stretching" a vowel sound, they are praised for their effort. Having multiple examples that use each long and short vowel sound also allow for persistence and several attempts for the student. Lastly, the students are praised for their hard work at the end of the voice thread presentation. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * The goal of this voice thread is not to provide short term memorization of long and short vowel sounds. By activating prior knowledge, using multiple representations of the content, and allowing the students to participate in a way that keeps them engaged, students should have more than short term reactions/progress. The voice thread is one strategy, that would be accompanied by several others, used to make and monitor long term progress. It would be a tool used to assist in teaching vowel sounds, but it would not be the only provider of instruction. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * The voice thread recruits student interest in several ways. The teacher's (my) voice is leading the voice thread. This will keep the attention of students more so than having an automated voice because it is recognizable and familiar to the student. The images in throughout the voice thread are also engaging. They are colorful and familiar items that the student can relate to (bike, cake, dog, cup, bug, etc.). Asking the students to participate and "stretch" out sounds will also keep them engaged and focused. Giving the students the capability to click through themselves is also engaging for the student. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The voice thread allows for sustaining effort and persistence in a couple different ways. The students are spoken to in a motivating and upbeat tone. Each time they are asked to practice "stretching" a vowel sound, they are praised for their effort. Having multiple examples that use each long and short vowel sound also allow for persistence and several attempts for the student. Lastly, the students are praised for their hard work at the end of the voice thread presentation. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||
 * The voice thread recruits student interest in several ways. The teacher's (my) voice is leading the voice thread. This will keep the attention of students more so than having an automated voice because it is recognizable and familiar to the student. The images in throughout the voice thread are also engaging. They are colorful and familiar items that the student can relate to (bike, cake, dog, cup, bug, etc.). Asking the students to participate and "stretch" out sounds will also keep them engaged and focused. Giving the students the capability to click through themselves is also engaging for the student. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The voice thread allows for sustaining effort and persistence in a couple different ways. The students are spoken to in a motivating and upbeat tone. Each time they are asked to practice "stretching" a vowel sound, they are praised for their effort. Having multiple examples that use each long and short vowel sound also allow for persistence and several attempts for the student. Lastly, the students are praised for their hard work at the end of the voice thread presentation. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||
 * The voice thread does accommodate students with various aptitudes and prior experiences. Students feeling comfortable with the material being taught can move through the voice thread quickly, and students who are struggling more are able to go back and repeat any and all slides. The images seen and the words focused on for segmentation are very familiar to most all students (dog, bug, bike, cup). Therefore, students do not need a lot of prior experiences to know these items. Being able to navigate through the presentation themselves, allows for much self-regulation. ||  ||