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Moviemaking provides an opportunity to hit many, if not all, of the UDL guidelines.

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Movie making is a great way to vary the methods for response and navigation. It provides many options for expression through test, audio, images etc.

Thank you!

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Provides students a choice in how to demonstrate learning/express themselves

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It engages students attention and the process of creating their stories helps the synthesize and retain the content they’ve learned.

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students and teachers are engaged, students are able to use their own form of expression with their moviemaking

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students and teachers are engaged, students are able to use their own form of expression with their moviemaking

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It is engaging with voice and choice.

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It gives students a choice in how to demonstrate their learning.

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It allows students to think outside the box and fosters visual communication skills

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There is never enough of this for students this is a great option

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Engagement! I was so engaged during that time and was making so many on the spot decisions for the inferences I wanted to share in my work.

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Moviemaking allows students who have great storytelling capacity to express their creativity and learning in unique ways. It also drives those students with great technical writing skills to consider how to increase their storytelling abilities when inspired by their peers.

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The silence in the room, heads down, music in the background are all signs the learners were engaged

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Moviemaking significantly increases accessibility and integrations for representation. YAY!

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Is engaging for kids who learning styles are visual, audio or hands on

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Most students like to make videos on their own. This draws them in. Then, the assignments give them more "voice and choice" so they can express themselves. WeVideo has stock images and footage that gives students opportunity to curate content that best describes or shows their thinking, even if they didn't create the video/images themselves.

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As a communications professional working in high school moviemaking can help with promotion of students and student-athletes. The student-athletes can create their own profile videos, highlight tapes, and etc.

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You know the end of your movie/story and work backwards to create your script. It gives students a chance to create and try new things.

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The haiku forces kids to filter out the unnecessary and focus on key elements, ideas, or points. The video aspect, incorporating music, clips, and images, helps them bridge the limited words with visual concepts.

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How to sell this to other educators and admin was KEY. I need a little more explicit instruction on how to lay out a lesson plan to teach the tools to students. Or do I just let them dive in and try to figure it out? Or do I do an asynchronous roadmap? Your advice? I teach littles.

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I always create a movie at the end of the semester to showcase the students' projects. I upload the video to OneDrive and share the link on the students' report cards for parents to watch!

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It captures students' attention by giving them alternate ways to represent and express the content they are learning.

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Movie making gives students voice and choice. It allows them to be creative in how they want to express themselves and what they learned.

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Movie making can excite and motivate all learners. The amount of student choice and VOICE is a sure-fire way to engage and motivate students!

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Movie making can excite and motivate all learners. The amount of student choice and VOICE is a sure-fire way to engage and motivate students!