Stephanie+walker+UDL

media type="custom" key="7256709" 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



© [|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]   ||   ||
 * Students are able to watch videos, listen to videos, read a slide show, look at the pictures in the slide show, listen to the slide show, look at pictures, and listen to or read the quiz. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * Students who have no reading ability can listen to the entire voicethread. Students are able to see pictures of what is being talked about even if they do not know what the text says. Students are also able to watch a video that wraps up the slide show. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * Students are first shown plant cells and animal cells. Here they can look at all the organelles before exploring the organelles further. Students are able to pause and zoom in, write, and highlight important features. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * Students are able to click through the slide show at any pace they wish. Students are able to zoom in, write, and highlight any information they wish. They can also watch it in any order. The videos and slide show can be used separately and in any order. The students can use any part of the slide show when they want skipping ahead and moving back. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * Students are able to comment on any time throughout the presentation. Students also take an interactive quiz at the end and are able to record their answers. The students can go back in the presentation and search for their answers during the quiz. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * I think I could have provided more opportunities for this throughout the voicethread. The students can record their answers to the quiz, and this can be monitored. However, I feel asking the students to provided more input throughout the voicethread would have been more beneficial. I believe this would have helped with engagement. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * I began the voicethread with "Cell Rap" which was to catch their interest. It is entertaining but also outlines the objectives for the voicethread. I also provided the students with auditory slides. Another video is also at the end of the presentation to review with the students. The presentation stuck to the main points with short and efficient slides to get the content across avoiding distractions and boredom. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students were able to hear the entirety of the presentation which offers varying levels of support. Students could skip through the read portion if they wanted to move faster or move slower if that is what they needed. They could also play the slide over if they needed to hear it again. Students could work as a team to answer questions and discuss the presentation. Students were also asked to complete the quiz at the end which monitored if they understood the material. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * I think I could have provided more opportunities for this throughout the voicethread. The students can record their answers to the quiz, and this can be monitored. However, I feel asking the students to provided more input throughout the voicethread would have been more beneficial. I believe this would have helped with engagement. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * I began the voicethread with "Cell Rap" which was to catch their interest. It is entertaining but also outlines the objectives for the voicethread. I also provided the students with auditory slides. Another video is also at the end of the presentation to review with the students. The presentation stuck to the main points with short and efficient slides to get the content across avoiding distractions and boredom. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students were able to hear the entirety of the presentation which offers varying levels of support. Students could skip through the read portion if they wanted to move faster or move slower if that is what they needed. They could also play the slide over if they needed to hear it again. Students could work as a team to answer questions and discuss the presentation. Students were also asked to complete the quiz at the end which monitored if they understood the material. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||
 * I began the voicethread with "Cell Rap" which was to catch their interest. It is entertaining but also outlines the objectives for the voicethread. I also provided the students with auditory slides. Another video is also at the end of the presentation to review with the students. The presentation stuck to the main points with short and efficient slides to get the content across avoiding distractions and boredom. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students were able to hear the entirety of the presentation which offers varying levels of support. Students could skip through the read portion if they wanted to move faster or move slower if that is what they needed. They could also play the slide over if they needed to hear it again. Students could work as a team to answer questions and discuss the presentation. Students were also asked to complete the quiz at the end which monitored if they understood the material. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||
 * Students could complete what they wanted in their own time. This could be used one section at a time chunking it for the individual student. If it was too much for a certain student, they could just listen to a video one day and complete two slides the next. By chunking it, it would allow for students to only take in what they could handle on a given day. I believe I could have improved this by adding in a question or two after each slide to ensure students were mastering the content. I think this would also allow for better chunking of the material. ||  ||