Jessica+Guelda

media type="custom" key="7256245" align="center"

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



Explain how your Voicethread addresses the UDL Guidelines.

Links will take you to the UDL Guidelines website. © [|CAST] 2009
 * UDL Guidelines – Educator Checklist ||
 * I. ** [|Provide Multiple Means of Representation]: ** || ** Your notes ** ||
 * **1.** [|Provide options for perception]   The voicethread allows the students to view the alphabet through ||   ||
 * video with music, singing by other students, and a powerpoint with examples ||  ||
 * of each letter of the alphabet with pictures and audio. The information is presented in such a way that students/ teachers are ||  ||
 * able to pause or go to back to previous slides to help with comprehension. ||  ||
 * **2.** [|Provide options for language and symbols]   Through this voicethread, students are able to view the alphabet in several different ||   ||
 * text. In the opening video you see each letter in its upper and lower case form. After the video, ||  ||
 * each letter in introduced on individual slides with audio to help students distinguish between the ||  ||
 * different letters. ||  ||
 * **3.** [|Provide options for comprehension]   Student has the opportunity to view, listen and interact with the voicethread. The voicethread is set up to view at their own pace. ||   ||
 * Also I included photographs rather than clipart in the power point in order to recall familar material as well as introduce new things. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   With teacher guidence, student is able to interact with the voicethread and test their ||   ||
 * letter comprehension. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   In the last power point slide, students are able to text their letter knowledge. Four to five letters appear on the screen and the students are asked to ||   ||
 * find a specific letter (student can point to letter on screen). After the letter is asked, the letter is circled and students can see if they are right. ||  ||
 * **6.** [|Provide options for executive functions]   The last power point slide in the voicethread allows the teacher to monitor student letter comprehension. The teacher has to option to view the slide with or ||   ||
 * without audio and visual circling of the correct letters. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   In this voicethread students are engaged through video with songs, bright realistic pictures, and audio. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   This particular voice thread is broken up into two parts: video and content material. It starts with a video to engage the students followed by material. Once the ||   ||
 * material is viewed in the powerpoint, the student view another video of students (that look just like them!) in order to sustain engagement before the assessment. ||  ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **6.** [|Provide options for executive functions]   The last power point slide in the voicethread allows the teacher to monitor student letter comprehension. The teacher has to option to view the slide with or ||   ||
 * without audio and visual circling of the correct letters. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   In this voicethread students are engaged through video with songs, bright realistic pictures, and audio. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   This particular voice thread is broken up into two parts: video and content material. It starts with a video to engage the students followed by material. Once the ||   ||
 * material is viewed in the powerpoint, the student view another video of students (that look just like them!) in order to sustain engagement before the assessment. ||  ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   This particular voice thread is broken up into two parts: video and content material. It starts with a video to engage the students followed by material. Once the ||   ||
 * material is viewed in the powerpoint, the student view another video of students (that look just like them!) in order to sustain engagement before the assessment. ||  ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **8.** [|Provide options for sustaining effort and persistence]   This particular voice thread is broken up into two parts: video and content material. It starts with a video to engage the students followed by material. Once the ||   ||
 * material is viewed in the powerpoint, the student view another video of students (that look just like them!) in order to sustain engagement before the assessment. ||  ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||
 * **9.** [|Provide options for self-regulation]   After viewing the voice thread, students are able to test their letter knowledge by viewing the last power point slide. ||   ||