1. Candace McFarland September 20,2016 Discussion 1UDL:Guidelines (Examples and Resources

2. Principle: Action and Expression (“how of learning”) Checkpoint 5.1 Use of Multiple media for communication Principle and checkpoint analyzed.

3. Resource Selected- Book Builder Age group intended- All Ages( UDL Guidelines, 2008) Content Area Covered – All areas Book Builder can enrich a basic social story by including coaches that help the reader notice the critical features of social situations. The coaches can be found on the bottom of each page. They help the student understand the story. (See Appendix). Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

4. This site allows you to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills. Click the following: You click on Book Builder Read Book, Model Books( UDL Guidelines, 2008) Content Genre, Fiction, nonfiction, poetry, other Book Language, English, French, Spanish, German/Korean, Latin, other Show all model Books A list of books will display. I selected the book, Jake Likes to play Games. The student clicks on each page and reads along with the narrator, then clicks on Ms. Shelly for the question, to see if he/she is having difficulty. Click on Bot and Molly for help and answer questions ( See Appendix) ( UDL Guidelines, 2008) Describe the example/resource explored explaining how it works.

5. Address each of the “ Key Considerations” for the checkpoint How does this help learners meet goals? Book Builder helps learners to meet goals in several ways. First, it provides structure and support for creating lessons based upon UDL principles and UDL goal setting (Meyer, Rose & Gordon, UDL Theory and Practice). Second, goals are learning expectations of what we want students to learn or achieve. Teachers must recognize and address learner variability (strengths and challenges of each student), (Meyer, Rose & Gordon, UDL Theory and Practice). When this is accomplished, learning and achievement take place. Third, it breaks down barriers by providing alternatives for expression through media (Meyer, Rose & Gordon, UDL Theory and Practice). With the barriers removed or broken down, learners can meet goals and students can express him or herself based on a variety of special needs and increases opportunities for all learners to develop a wide range of expression in a rich media world (UDL Guidelines, 2008). How does this account for the variability of all learners? The Book Builder provides for learner variability in multiple ways, by addressing a mix of strengths and challenges of each learner (Meyer, Rose & Gordon, UDL Theory and Practice). Also, Book Builder ensures variability by engaging, supporting, and stimulating intrinsic motivation, and providing equity for all students (UDL Guidelines, 2008). Also, Book Builder enhances learner variability in that it aligns with the UDL frame work and principles and allows for the highest learning opportunities for all students (Week Four Instructor’s Guidance). Therefore, variability represents the way students represent information differently, the way they engage with and act upon materials, and show what they know (Meyer, Rose & Gordon, UDL Theory and Practice). In addition, Book Builder provides variability for all learners to reach his or her full range of combinations of strengths and challenges by offering a composed multiple media, such as text, speech drawing, illustration, design, film, music, dance/movement, visuals, drawings, storyboards, and videos. The student can use physical manipulatives such as blocks, 3D models, and base-ten- builders (Meyer, Rose & Gordon, UDL Theory and Practice). Therefore, Book Builder accounts for “the dynamic and ever-changing mix of strengths and challenges that make up each learner” (Meyer, Rose & Gordon, UDL Theory and Practice). Also used are 21 st century skills, such as problem solving, and using a variety of strategies such as communications, creativity, critical thinking and collaboration (Edyburn, 2013).

6. “Reading is as fundamental” for Pre-K students as breathing air is for life. Book Builder will be used as a main resource of instruction in my class for several purposes. First, it provides for variability. Secondly, I can address all diverse reading levels, interests, and needs and at the same time, allow for learning opportunities for all students (Week Four Instructor’s Guidance). Thirdly, I plan to utilize Book Builder to make sure that I incorporate UDL from the planning to assessment stage (Meyer, Rose & Gordon, UDL Theory and Practice). Book Builder will be used for: In conjunction with the SMART board, when reading a story and engaging the entire class in communication, collaboration, and creative thinking (Edyburn, 2013). For on-gong assessment with the aim to review student goals, understanding, and improve learning (Meyer, Rose & Gordon, UDL Theory and Practice). Also, to allow students with diverse interests, needs, and readiness, choices to read and assess using digital books, by using multiple-media, such as digital text and text-to- speech software; iDictate for students struggling with physical and mechanical tasks; videos, computers, lap-tops, SMART board, and audio recordings through headphones (Edyburn, 2013). Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

7. The coaches on the bottom of each page help you understand the story. Click on the coaches to find out how they can help you. Miss Shelly -, I’ll ask you questions to help you understand the story Bot- I’ll help you answer Miss Shelley’s questions by giving you a hint Molly, I’ll use Bot’s hint to answer Miss Shelly question Miss Shelly Bot Molly

8. Edyburn, D. L. ( 2013). Inclusive technologies: Tools for helping diverse learners Achieve academic success. San Diego, CA: Bridg point Education, Inc. Myer, A. Rose, D., & Gordon, D. (n.d.) Universal design for learning. Theory and Practice. Retrieved from bhttp://udtheorypractice.cast.org/login:sesionid National Center on Universal Design for Learning ( n.d) UDL guidelines-version 2.0 : Examples And resources. Retrieved from http:www.udlcenter.or/implementation/examples Week Four Instructor’s Guidance. Retrieved from http://classroom.ashford.edu References