This document discusses a classroom activity that uses iPads, iMovie, and Apple TV for students to work in groups to understand a text about Universal Design for Learning. The activity goals are for students to work together, ask and answer text questions, determine the main idea, and express their own viewpoint using technology. The document also includes a UDL checklist analyzing how the technologies support principles like using multiple media, visual equivalents for information, and options for diverse language abilities. It evaluates how to modify the activity to better address student diversity and reflects on how UDL is changing views of technology to enhance learning for all.
This document discusses a classroom activity that uses iPads, iMovie, and Apple TV for students to work in groups to understand a text about Universal Design for Learning. The activity goals are for students to work together, ask and answer text questions, determine the main idea, and express their own viewpoint using technology. The document also includes a UDL checklist analyzing how the technologies support principles like using multiple media, visual equivalents for information, and options for diverse language abilities. It evaluates how to modify the activity to better address student diversity and reflects on how UDL is changing views of technology to enhance learning for all.
This document discusses a classroom activity that uses iPads, iMovie, and Apple TV for students to work in groups to understand a text about Universal Design for Learning. The activity goals are for students to work together, ask and answer text questions, determine the main idea, and express their own viewpoint using technology. The document also includes a UDL checklist analyzing how the technologies support principles like using multiple media, visual equivalents for information, and options for diverse language abilities. It evaluates how to modify the activity to better address student diversity and reflects on how UDL is changing views of technology to enhance learning for all.
This document discusses a classroom activity that uses iPads, iMovie, and Apple TV for students to work in groups to understand a text about Universal Design for Learning. The activity goals are for students to work together, ask and answer text questions, determine the main idea, and express their own viewpoint using technology. The document also includes a UDL checklist analyzing how the technologies support principles like using multiple media, visual equivalents for information, and options for diverse language abilities. It evaluates how to modify the activity to better address student diversity and reflects on how UDL is changing views of technology to enhance learning for all.
By the end of this activity, students will be able to:
Work together in a group Ask and answer questions about and from the text Find the main idea of the text Construct their own point of view about the text Use technology to convey what they have learned
TECHNOLOGIES USED FOR ACTIVITY:
iPads iMovie Apple TV
UDL CHECKLIST (adapted from CAST UDL curriculum self-check)
UDL principle Example Explain how the technology you picked
for the activity provides that? (add URL links, descriptions, screenshots, etc if necessary) Students are using video and audio to Multiple and varied media are used Text, images, graphics, audio, present their ideas. They are getting to present concepts and content video, and multimedia pictures from the text that they are reading and pulling and extrapolating information from text. I will edit my lesson plan to require students Materials and media provide visual Captions for videos, text to add subtitles into their videos. I will give equivalents for auditory information outlines for lectures, them a descriptive list of what they should and vice versa as needed text-to-speech or digital voice do while still allowing for choice and tools for text freedom. I placed ELL students in groups that will be Options for diverse Hyperlinked multimedia glossary helpful and patient. I will edit my lesson plan linguistic/language abilities are definitions; foreign language to include texts that are bilingual or I will provided in materials and media translations; language modality give them resources such as translationsASL/speech wordreference.com. I will also give them a list of key words with definitions. I can also encourage ELL students to include some words from their native language in the videos to introduce to the other students. Visual organizers, rubrics, and I will give students a detailed rubric and checklists are available to help Using advanced organizers description of the activity also explaining students to learn, plan, and complete how to use and troubleshoot things like lessons iMovie. I will also be there for support in this.
In my lesson plan, I ask students to think
Materials and media are designed to Comparing work over time about their personal thoughts and help students monitor their own during the activity, picking their reflections about the reading. I will also edit progress and promote self-reflection best work, choosing new it to encourage students to choose goals personal goals and discuss their work with the group.
I have given students a structured task in
Materials and media provide More structured vs. open-ended the way that they are all required to read a students with varied levels of tasks in the activity, different text and create a video, but it is open-ended challenge and support to address levels of difficulty in the aspect that they can do what they diverse abilities and challenges wish with the video. They are given choice and can challenge themselves with the depth they choose to go into the activity.
EVALUATION If your technology does not provide support for UDL principles (e.g., less than 4 principles), how would you modify your media and materials to address the diverse challenges, talents, and preferences of your students?
My technology does provide support for UDL in some areas, but it is also very much lacking in other areas. I plan to provide and have students put captions in the videos they create. I will also give my students a detailed rubric and description of the activity. For reading the informational text, I can help my ELL students by assisting them with translation and giving them keywords with definitions (Or having the whole group help them the words up). I will also have students set personal goals at the beginning of the activity, one being that they will learn something new about the technology theyre using.
REFLECTION 1) How is UDL changing how you view technology for teaching and learning?
UDL is allowing me to look at the way I plan lessons and conduct classes in a more inclusive ways. I can see that to implement technology into my classroom, I cannot just use it for the sake of using it. I need to use it to enhance the learning process, thinking of the how, what, and why questions to help me make that decision.
2) How will you implement UDL in your future classroom?
I will implement UDL in my future classroom by making my lesson plans with those ideas in mind. I want to be able to integrate technology in my classroom in a way that not only enhances learning but also embraces diversity and language, making it more inclusive and easier for students from different backgrounds and languages to learn. Using different mediums in teaching, I can make the classroom environment conducive to all types of learning. I do not have to just implement simple things like Youtube videos for the sake of adding technology, but the possibilities tech offers in education are so exciting, and I cannot wait to see how they continue to grow and to see different ways it can be used to help every student.
