Betsy+Curtis

UDL Principles Applied to a Voicethread

[|Personal Collage]

UDL Guidelines Betsy Curtis




 * Explain how your Voicethread addresses the UDL Guidelines. **
 * Provides Multiple Means of Representation || **In response to voice thread - Personal Collage** ||
 * 1 Provide options for perception || Information is available to all students reducing barriers to learning. ||
 * 1.1 Customize the display of information || Informations is customized by displaying it in different locations, color added and emphasized. ||
 * 1.2 Provide alternatives for auditory information || Pictures and effects along with text help students that have auditory difficulities. ||
 * 1.3 Provide alternatives for visual information || Text, audio, and touch enhances information for students with visual dissabilities. ||
 * 2 Provide options for language andsymbols ||  ||
 * 2.1 Define vocabulary and symbois || Vocabulary, definitions and images of task are accessible to all students. ||
 * 2.2 Clarify syntax and structure || Students will not need clarfication. ||
 * 2.3 Decode text and mathematical notation || Text was shown and then visual of task. No math is involved. ||
 * 2.4 Promote crosslinguistic understanding || Simple terms are used and visual of task to help with crosslinguistic understanding. ||
 * 2.5 Illustrate key concepts nonlinquistically || Images are shown of task and the end product will be seen. ||
 * 3 Provide options for comprehension ||  ||
 * 3.1 Provide or activate background knowledge || Students will have worked on PowerPoint and know how to add new slides, format, and put information on PowerPoint. ||
 * 3.2 Highlight critical features, big ideas, and relationships || This would tell students steps and immediately show them the actions needed. ||
 * 3.3 Guide information processing || It was designed to show students what is expected in Personal Collage PowerPoint Presentation. ||
 * 3.4 Support memory and transfer || They have visuals text and can watch the video over and over to refresh memory. ||
 * 4 Provide options for physcial actions ||  ||
 * 4.1 Provide varied ways to respond || Students can have two windows open (video and MS PowerPoint) they can mimmick instructions. They can pause the video and rewind if they need to. ||
 * 4.2 Provde varied ways to interact with materials || Same as above ||
 * 4.3 Integrate assistive technologies || Students interact with video and MS PowerPoint to allow them to work independently. Assistive Technology and Differentiating Instruction is used with out drawing attention to students that need it. ||
 * 5 Provide options for expressive skills and fluency ||  ||
 * 5.1 Allow choices for media communication || Students can see, hear or turn the sound off if they want to. Visual it has enhancements - if it's too much students can pause video. ||
 * 5.2 Provide appropriate tools for composition and problem solving || Students have the freedom to work at their own pace, rewind, watch it over and over. ||
 * 5.3 Provide ways to scaffold practice and performance || The steps build on one another - allowing scaffolding. ||
 * 6 Provide options for executive functions ||  ||
 * 6.1 Guide effective goal setting || Students will create a PowerPoint Presentation from the voice thread. ||
 * 6.2 Support planning and strategy development || Students will know what is expected and can gain knowledge own their own without waiting for the teacher to get to them by watching video and completing steps. ||
 * 6.3 Facilitate managing information and resources || The thoughts of students are guided, as they create a presentation similiar to the voicethread. ||
 * 6.4 Enhance capacity for monitoring progress || Presentation shown to the class will monitor progress. ||
 * Provide Multiple Means for Engagement ||  ||
 * 7 Provide options for recruitng interest ||  ||
 * 7.1 Increase individual choice and autonomy || Students have the option to pause and rewind without others knowing. ||
 * 7.2 Enhance relevance, value, and authentcity || Students can see demonstration and what the end product should look like. ||
 * 7.3 Reduce threats and distractions || Students can focus on assignment and pause rewind if necessary. ||
 * 8 Provide options for sustaining effort and persistence ||  ||
 * 8.1 Heighten salience of goals and objectives || Steps are demonstrated to help students obtain goals and objectives. ||
 * 8.2 Vary levels of challenge and support || Students how understand can move onto next steps without waiting for teacher by watching another video. ||
 * 8.3 Foster collaboration and communication || This video can be used by other teachers to help students having difficulty. It can be shared on JCPS Online for other teachers. ||
 * 8.4 Increase mastery oriented feedback || Students have the power to control how fast they move throw work and have opportunity to take their time. ||
 * 9 Provide options for self-regulation ||  ||
 * 9.1 Guide personal goal setting and expectations || Students will be empowered to move through steps and complete the work on their own. They will be submitt work online and move onto next assignment. It involves personal information and students will have a vested intrest. ||
 * 9.2 Scaffold coping skills and strategies || The video should keep students involved, interested, and engaged. ||
 * 9.3 Develop self-assessment and reflection || Self assessment would be an exit slip - how could the lesson be improved. ||



© [|CAST] 2009
 * 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]   ||   ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * **9.** [|Provide options for self-regulation]   ||   ||