Tacia's+Voice+Thread

UDL Principles Applied to a Voicethread

In teaching fifth grade math, my students are struggling with the concept of finding parts of a whole, or finding a fraction of a group. I created the first part of this voice thread as an introduction to solving fraction problems using parts of a whole. The intro worked well giving students the key steps needed in breaking down their problems. As I have been studying UDL in this master's course, I discovered the ability of Voicethread to create lessons that can take the engagement of students further. Thus I created the guided practice part, where students will actually be engaged in the Voicethread, which should create a stronger more lasting understanding of the concepts presented.

Core Content:

· apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe commonly-used fractions, mixed numbers and decimals through thousandths; · apply these numbers to represent real-world problems
 * MA-05-1.1.1**

media type="custom" key="7881903" width="479" height="479" align="center"



© [|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 shows how to solve the problems with pictures, but also explains with voice and words. ||  ||
 * The display of information highlights the key points in the picture, bringing the viewers attention into focus. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * The slide on numerators/denominators defines the key terms in relation to the problem. ||  ||
 * The pictures of the group clarifies how to use the math terms, with visual rather than word cues. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * The auditory explanations activate background knowledge on multiples, relating them to fractions. ||  ||
 * The lesson has two parts - first it gives and example, then it has guided practice to help the viewer build comprehension. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * The viewer can physically interact with the lesson, by scrolling through slides at their own pace. ||  ||
 * Any part of the lesson is accessible at any time through the click of a button. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * The student interacts with the guided practice by verbally commenting throughout the steps of the solution. ||  ||
 * The lesson is scaffolded from an example to guided practice. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * In the guided practice, students are given time to think through each step with guiding questions. Their response is provided immediate feedback with the slide that follows. ||  ||
 * The student is able to monitor their progress as they check their thinking on the next slide. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * The Voice Thread is engaging, focusing on the problems at hand, eliminating distractions that may occur in the traditional pen/paper setting. ||  ||
 * The lesson allows students the choice of responding verbally or through typing, and at times using a pen. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The first part of the lesson can be revisited so students that need extra support when working through the practice problem do not give up. ||  ||
 * Once multiple students have worked through the Voice Thread, students can use collaborative learning to build their own understanding. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The skills needed to solve the problems are broken down into steps on each slide. ||  ||
 * The guided practice shows the solutions so that the student can monitor their own understanding. ||  ||
 * The Voice Thread is engaging, focusing on the problems at hand, eliminating distractions that may occur in the traditional pen/paper setting. ||  ||
 * The lesson allows students the choice of responding verbally or through typing, and at times using a pen. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * The first part of the lesson can be revisited so students that need extra support when working through the practice problem do not give up. ||  ||
 * Once multiple students have worked through the Voice Thread, students can use collaborative learning to build their own understanding. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The skills needed to solve the problems are broken down into steps on each slide. ||  ||
 * The guided practice shows the solutions so that the student can monitor their own understanding. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * The skills needed to solve the problems are broken down into steps on each slide. ||  ||
 * The guided practice shows the solutions so that the student can monitor their own understanding. ||  ||