UDL Resource Notebook by Lindsay Cronin https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z en-us 2023-04-17 09:26:44 UTC 2023-04-18 01:30:09 UTC hello@padlet.com https://padlet.net/icons/png/1f4d3.png Grammarly lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557672549 Grammarly is a free writing app that you can add as a chrome extension to your browser. It works in the background as you navigate emails, websites, and while you write your own text or comments. This program assists your writing as it proof-reads your writing and provides suggestions for editing (spelling, grammar,). It also tells you how you want your writing to sound (formal, confident, proud, etc.) and allows you to set goals for your writing (academic, business, general, email, creative). There is also a paid version that allows you to have more options. 
  • Uses: This app would be most useful for students with constructing their writing and going through the editing and revising process. Many students are not sure how to revise or edit their work for clarity. This would help ease this process and provide visual changes so students can see how the program is making the change. This could support them later on with becoming more proficient editors. Also, allowing students to use this program may relieve anxieties of proper spelling and grammar, especially for those who may be learning English as a second language. Students will feel like they are able to take risks, feel more confident, and open to share their thoughts with the support of this program. 
  • UDL GUIDELINES: 
    • Engagement: 
      • Checkpoint 7.3: Minimize threats/distractions - students are able to express their written ideas openly without fears of grammar or spelling mistakes. This would be great support for students with specific writing/spelling goals on IEPs or for English Language Learners
      • Checkpoint 9.2: Develop personal coping skills / strategies: This program allows for students to see their edit suggestions visually so they can learn from the suggestions. It also allows them to overcome anxieties or frustrations  they may have associated with writing due to weaknesses in spelling/grammar.

  • Representation:
    • Checkpoint 2.2: Clarify Syntax/Structure: This checkpoint is directly embedded into Grammarly as its main purpose to provide support with syntax and sentence structures. As they work, students are exposed to appropriate spelling, grammar, and sentence structure. This program provides suggestions as they type and explains why these suggestions are better. 

  • Action/Expression:
    • Checkpoint 5.2: Use multiple tools for construction and composition: Spelling / Grammar support allows students to be more successful, accurate, and self-reliant writers. 


]]> 2023-04-17 23:49:11 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557672549 ReadWorks lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557673885
  • ReadWorks is a free webbed based site that allows teachers to find content specific passages to support reading comprehension. This program has passages accessible for all ages/grades (K-12).  This program allows teachers to make class’s to monitor student progress. Teachers can access both fictional and non-fiction passages and can assign passages to specific students or the whole class. There are options for multiple choice or short response questions, and teachers can filter questions to focus on specific skills, such as identifying the main idea, supporting details, or finding the theme/lesson. Passages also have a read-aloud feature.

    • Uses: ReadWorks is a great program for teachers to have access to a wide variety of passages and questions to assess reading comprehension. This program is most useful for any students who are working on strengthening reading comprehension. This program is accessible for students working below, at, or above grade level in reading comprehension skills as teachers can find similar passages at a variety of levels. Some passages even have “StepReads” Which means it differentiates the same passage with different levels of difficulty.  The program also allows for students to review vocabulary in the passage before reading and teachers can assign students a vocabulary activity with a passage/question set activity. 

    • UDL GUIDELINES: 
      • Engagement:
        • Checkpoint 7.1: Optimize individual choice and autonomy: In addition to assignments, students have the choice to read other passages that spark their specific interests. 
      • Representations:
        • Checkpoint 2.3: Support decoding of text: This program has a speech to text abilities where students can listen to the passages. The software could use some updating with highlighting of the text to better support student tracking and following along with the reader. 
        • Checkpoint 2.1: Clarify vocabulary: This program allows students to get direct instruction in vocabulary. There are some vocabulary words with definitions provided in every passage. Teachers can also assign a vocabulary activity with the passages. Some of these activities include synonyms and fill in the blanks with specific words from the passages. 

    • Action/Expression:
      • Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance: This program gives students access to leveled texts. Teachers can pick passages at the correct levels. They can also listen to an audio of the passage to better support their reading fluency. In addition, it practices fluency skills with exposures to similar question topics like main idea, details, theme, drawing conclusions, and inferencing. Repetition of these skills build fluency with answering these types of questions. 
      • Checkpoint 6.4: Enhance capacity for monitoring progress: Students and teachers can monitor progress on passage question sets (based on percent correct). 

    ]]>     2023-04-17 23:51:01 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557673885     Learning Ally lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557675735
  • Learning Ally is an app that allows for educators to assign books and students to access books on Audio. This allows students who may be decoding below grade level to have access to grade level reading. Students with lower decoding skills or dyslexia, may still be able to comprehend grade level texts, which allows students to work on comprehending skills at grade level. In addition, students who may have weakness in decoding may have difficulty understanding texts they read on their own because their fluency is impacted by their decoding. Giving them the opportunity to listen to the reading allows them the same opportunity as their peers. 

    • Uses: This program allows students with decoding weaknesses access to grade level passages to support fluent reading and comprehension of grade level texts. This program also provides educators with different lesson plans to support goal setting, strategies and tools to support comprehension, and how to implement audiobooks into the classroom. Classroom teachers can assign books that other students are reading. This supports students with participation and feeling included. They can also have similar experiences as grade level peers when exposed to similar grade level books. 
    • UDL GUIDELINES: 
      • Engagement: 
    • Checkpoint 7.1: Optimize individual choice and autonomy: Students have access to a wide variety of books (fiction and nonfiction) at their fingertips at a variety of different grade levels. Students can pick books that spark their interest, while teachers can also assign books based on content areas. 
    • Checkpoint 7.3: Minimize threats and distractions: Students with decoding difficulties tend to have difficulty attending during independent reading times. Providing them audio books can reduce distractions. In addition, having access to audio books, they have less fears and frustrations about reading. Students can participate in class discussions about a shared text. 
    • Checkpoint 8.3: Foster collaboration and community: Students can participate in a discussion or activities on a shared text. 

    • Representation: 
    • Checkpoint 1.2: Offer alternatives for auditory information: Auditory information is highlighted as it reads. Students can visually follow along with the audio book. 
    • Checkpoint 1.3: Offer alternatives for visual information: Visual information is supported with audio. 
    • Checkpoint 2.3: Support decoding of text: Students can listen to others read and support decoding of unfamiliar words and allow them access to books they may not be able to decode on their own. Students can read and re-read (listen) to books multiple times which also support their decoding skills. 
    • Action/Expression:
    • Checkpoint 4.2: Optimize access to tools and assistive technologies: This reading technology is accessible on computers and ipads. Students can easily browse books on topics or series they enjoy.

    ]]>     2023-04-17 23:53:42 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557675735     Natural Reader lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557676394
  • Natural reader is a web-based program that students and teachers can drag and drop their files and have the text read aloud. The program also has an app for android or apple. This can also be downloaded onto mac computers. This program is free, with a few voice options, that are less natural than those that are accessible on the paid version. The free version allows you to have access to premium voices for up to 20 minutes per day.   
  • Uses: Students can use this to practice reading their presentations before sharing in front of the class. They can also use this to help with decoding of articles from the web. Teachers could use this program to record their presentations for virtual school or online activities. This program can be utilized for struggling readers or for students not as proficient in English to practice reading and speaking at a natural tone and pace with a direct example provided to them. With the paid version, there are a lot more features, including unlimited access to the premium voices (which sound the least robotic and most natural). 
  • UDL GUIDELINES: 
    • Engagement: 
      • Checkpoint 4.1: Vary the methods for response and navigation: This allows students to navigate websites and articles better as they can upload the article and have it read aloud to them. It also allows them to practice their verbal responses when presenting a project. 
      • Checkpoint 5.1: Use multiple media for communication: This program allows for students to utilize how communication and fluent English should sound. 

    • Representation: 
      • Checkpoint 2.2: Clarify syntax and structure: Students can listen to how other sentences are structured and clearly use the audio to support their syntax and structure when communicating with others. 
      • Checkpoint 2.3: Support decoding of text: This program provides access to decoding texts and allows students access to similar articles of information as their peers if they have decoding weaknesses. Fluent reading is directly related to comprehension of texts and hearing something read fluently can help them with understanding it. 
      • Checkpoint 2.4: Promote understanding across languages: Different languages have different ways of accenting different words in the ways they talk. This app can support students learning English on how to communicate appropriately. This exposure may allow them to better understand how to interact with peers and teachers, and support their fluent communication. 

    • Action/Expression 
      • Checkpoint 5.2: Use multiple tools for construction: Allowing students access to this app can help support their sentence construction and how to express ideas in a clear way. 
      • Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance: Students can use this program in a variety of ways. Some may need its support for all passages and texts, while others may only need it for higher level articles. Providing this as an academic choice and tool as needed can help gradually release students to become more independent as they see fit. 

    ]]>     2023-04-17 23:54:35 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557676394     PHET Interactive Simulations lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557679978
  • This web-based program provides simulation and interactive activities for students to practice skills. The program has simulations and skills based practice at a variety of levels, from Elementary School through University. There are concepts that students can practice from fraction comparisons/equivalences (elementary), through representing integers and algebraic equations (middle), and graphing quadratics (high-school). 
  • Uses: This program can be used across all grades and math skills. This program can also support students with investigating simulations in the sciences, including biology, chemistry, and physics. Students can use this with partners, or individually to practice skills and explore cause and effects or comparing. This could be used as a fun interactive practice session during or after a teacher's lesson, or it could be used to support whole group learning. 
  • UDL GUIDELINES: 
  • Engagement: 
    • Checkpoint 7.2: Optimize relevance, value, and authenticity: Students can see these skills being used in real life situations or simulations that may support their understanding of the “WHY” they need to learn this skill. 
    • Checkpoint 7.3: Minimize threats and distractions: These simulations and activities are quite engaging. Given this highly engaging task, students will be less distracted during learning. When given a choice to work on these skills independently or in a group, it  may decrease the anxieties of getting the wrong answer in front of peers if they have the choice to do it on their own or with a partner.
  • Representation: 
    • Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships: Students can see these skills in actions and learn big ideas and relationships within the skills being taught in class.
    • Checkpoint 3.3: Guide information processing, visualization, and manipulation: These simulations provide great visual information and allow students to manipulate mathematical (and scientific) concepts. 
  • Action/Expression
    • Checkpoint 5.2: Use multiple tools for construction and competition: Can use this program to construct or explore different situations. Students could also use this to allow students to work with partners to practice skills, kind of like a game type activity (depending on the simulation selected). 
    • Checkpoint 6.3: Facilitate managing information and resources: Students could use this as a way to review information taught in the class or practice a specific skill such as comparing fractions. They could use the resources from the lessons in class to support their completion of these activities/simulations.

    • ]]>     2023-04-17 23:59:15 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557679978     Dreambox lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557681349
    • This program is an app based program that differentiates math skills. Primarily uses the common core standards. This app allows teachers to assign review skills or target specific areas such as computation, number sense, or geometry. Dreambox also has a reading program available for districts to purchase. The goal is for students to complete at least 5 lessons a week, in a variety of skills. The program assesses students and provides remediation or teaching if they are having confusion completing a task. Students can also use the manipulatives or math tools provided on the screen to promote understanding. Students also earn certificates and games upon completion of the units or completion of a certain number of lessons. School districts must purchase a license for this program. 
    • Uses: Teachers can use this to provide assignments in different skill areas and standards. The students can also complete skills at their level and pace in order to make growth. Students can use the manipulatives to help them solve, however, if manipulatives are not provided, they typically want the kids to do the math mentally. This may be challenging for some students with math difficulties and my need extra math tools (such as 100s charts to support calculations). 
    • UDL GUIDELINES: 
      • Engagement: 
    • Checkpoint 7.3: Minimize threats and distractions: This app provides scaffolded instruction in areas to meet kids where they are in math learning. Students are able to complete lessons at their level. Students are often engaged as they are trying to complete their lessons to earn games and coins. 
    • Checkpoint 8.2: Vary demands and resources to optimize challenge: similarly students are able to challenge their math skills if they are further along than grade level standards. 
    • Checkpoint 7.1: Optimize individual choice and autonomy: Students have an option of what skills to practice based on what “land” or “window” selected Teachers can also make assignments so they can practice specific skills they need more work on. 
    • Representation: 
    • Checkpoint 1.2: Offer alternatives for auditory information: Dreambox has visual information aligned with auditory information. 
    • Checkpoint 3.4: Maximize transfer and generalization: Students can transfer learned skills from lessons in the class to support their learning on dreambox and vice versa. Teachers want students to use the strategies learned on the program to help them with their math skills
    • Action/Expression
    • Checkpoint 6.4: Enhance capacity for monitoring progress: Students can send messages to their teachers on how they think a lesson went. They can say they liked it and it was easy to understand, or they were having difficulty with it. This allows students to reflect and monitor how they are doing in the lessons, without the fear of other students knowing. 

    ]]>     2023-04-18 00:00:48 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557681349     Toy Theater Virtual Manipulatives lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557682635  
    • Toy theater has a ton of options for virtual manipulatives. This website is completely free and allows students and teachers to access virtual manipulatives. This ideally was useful for virtual learning when students didn’t have their own set of manipulatives at home. This could also be useful for classrooms if they do not have a specific kind of manipulative. 
    • Uses: Manipulatives support math understanding. These variety of tools allow for students to show understanding of skills if they cannot compute them using pencil and paper. Students who are visual learners may be more likely to use these manipulatives. Students may also want to practice using manipulatives that they may have access to during SOL or other state testing, such as a virtual ruler or creating an area model of a specific fraction. 
    • UDL GUIDELINES: 
    • Engagement: 
    • Checkpoint 7.2: Optimize relevance, value, and authenticity: Students who use manipulatives might find more relevance or value to learning the math as it supports their way of learning visually. 
    • Checkpoint 7.3: Minimize threats and distractions: students with weaknesses in math may be able to represent or understand concepts with the visual support of manipulatives. 

    - Representation: 
    • Checkpoint 2.4: Promote understanding across languages: Manipulatives may support students whose primary language is not english. It provides visual and concrete examples of math, when the lesson or learning may be spoken primarily in English. 
    • Checkpoint 3.3: Guide information processing, visualization, and manipulation: Manipulatives does just this. They allow verbal information to be processed and visualized by students. In addition, students can manipulate the tools and explore how to represent math using these tools. 

    - Action/Expression
    • Checkpoint 4.2: Optimize access to tools and assistive technologies: Manipulatives is another term for math tools. Having these tools accessible online can grant students access to tools during a variety of learning times, including independent work. 
    • Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance: Students need to be supported with how to best use the manipulatives. Later on, they can use it with less support as they become more proficient with using the tools. 

    ]]>     2023-04-18 00:02:17 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557682635     Class Dojo - Mojo's SEL & Growth Mindest Videos lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557776871
     This website provides teachers with a variety of social emotional skill videos and ways to interpret and solve problems and practice coping skills. They also discuss growth mindset. The videos cover a variety of subject areas including: “conundrums” to practice problem solving skills, growth mindset, perseverance, empathy, gratitude, mindfulness, moods/attitudes, big challenges, respect, and positive thinking/self-talk.  This program also provides ways for teachers to encourage positive behavior by earning students points. This is not used at my school, as we are a Responsive Classroom School. However schools that use the PBIS model for behavior may benefit to help monitor their class expectations. This could be used in a different way for non PBIS schools, such as tracking independent on task behavior, or positive reinforcements for using a specific skill or strategy. 

    Uses - teachers could use these videos to support other lessons on social emotional learning and problem solving. Students can listen to them whole group and teachers can ask students questions and act out scenarios or different situations that they can relate to based on a given topic. While these videos are engaging, students may need additional support and visuals to better understand and specific steps of the taught strategies, especially students who may require more social emotional or self-regulation support.

    UDL GUIDELINES: 
    Engagement: 
    - Checkpoint 8.3: Foster collaboration and community: Allowing students to participate in whole group social emotional lessons/learning allows the community to learn expected ways to handle situations. Students can help each other when another is experiencing a challenge or heightened emotion. 
    - Checkpoint 9.1: Promote expectations and beliefs that optimize motivation - With growth mindset and positive self-talk can all relate to having strategies to self-motivate or motivate others around you. Changing your words and giving yourself positive encouragement can support motivation. Teachers need to promote clear expectations for students in order to continue growing and learning. 
    -Checkpoint 9.2: Facilitate personal coping skills and strategies: Mojo takes students through a variety of problems and feelings. They can relate to a fictional character because the problems he faces are similar to problems students face in elementary school. 

    Representation: 
    - Checkpoint 2.5: Illustrate through multiple media: Students learn SEL skills through relatable videos 

    Action/Expression: 
    - Checkpoint 6.2: Support planning and strategy development: Students learn appropriate supports and strategies for different social emotional skills. 

    ]]>     2023-04-18 01:19:47 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557776871     Everyday Speech lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557780146 Everyday speech is an SEL curriculum that provides direct modeling, examples, and practice for students. It is for a wide range of students and can support Social-Emotional Learning among students from ages PreK - High School. The lessons provide concrete and explicit step by step ways to handle different situations, including difficulties with friendships, problem solving, hygiene, self-regulation, mindfulness, and conversation skills. 


    Uses:
    - This curriculum can be used in a variety of settings, including whole group instruction, small group, or individual. Students can learn how to express themselves in a variety of situations and the program also provides opportunities for students to role-play certain scenarios. There are also interactive games and activities students can do. Visual support can also be helpful for students needing reminders on how to solve problems at recess for example. This set of lessons can be inclusive enough for all learners, but multiple exposures to specific skills might be beneficial for students who requires additional social emotional support.

    UDL GUIDELINES: 
    • Engagement: 
      • Checkpoint 7.2: Optimize relevance, value, and authenticity: All students need to understand the value of learning how to interact appropriately and learning of skills and coping strategies. Students need to understand that these things need to be taught. 
      • Checkpoint 7.3: Minimize threats: All students in a group can learn appropriate social emotional skills. If kids are grouped based on need, they can also feel less threatened and be able to practice skills knowing others also need to know them. All students are learning how to interact and engage with others appropriately. 
      • Checkpoint 8.3: Foster collaboration and community: Allowing students to participate in whole group social emotional lessons/learning allows the community to learn expected ways to handle situations. Students can help each other when another is experiencing a challenge or heightened emotion. 
      • Checkpoint 9.1: Promote expectations and beliefs that optimize motivation
      • Checkpoint 9.2: Facilitate personal coping skills and strategies: Students learn coping strategies through the videos, lessons, and interactive scenarios.
    • Representation:
      • Checkpoint 3.4: Maximize transfer and generalization: Students can see the transfer of these skills when participating in the scenarios or game activities. They can also transfer the information learned during unstructured times when interacting with peers or solving disagreements. 
    • Action/Expression:
      • Checkpoint 4.1: Vary the methods for response and navigation: This program incorporates videos, practice skills and scenarios, activities, visuals, and games to support the learning of the social-emotional content. 
      • Checkpoint 6.2: Support planning and strategy development: Students learn appropriate supports and strategies for different social emotional skills. 
      • Checkpoint 6.4: Enhance capacity for monitoring progress: Students can participate in surveys or check-ins to determine how much they know on a specific topic. Then after learning and applying skills, they could reflect by completing the same survey and see their growth from beginning to end. They can also reflect on how well they can independently solve disagreements and problems during unstructured time. 
    ]]>     2023-04-18 01:22:11 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557780146     lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557782730 PebbleGo and PebbleGo Next are databases that allow students to research a variety of content specific areas, including famous people, famous events, architecture, countries, cultures, religions, holidays, animals, and scientific processes (like the life cycle). This is a web-based program that does require a subscription. Students have access to a variety of leveled information. PebbleGo is specific for more primary K-3 grades, while PebbleGo next goes into more details and is more appropriate for 4-8 grades. This program supports all types of students including those who require read-aloud or those students who may be proficient in Spanish. They have resources available in Spanish and English.  
    • Uses: Students can use this database to support their own learning or research. Students can explore specific areas being studied to help them create a project. Students may want to get facts about a certain person or topic. It could also be used for students to conduct their own research and exploration if they desire to explore more about a topic they are learning about in school. 
    • UDL GUIDELINES: 
      • Engagement: 
        • Checkpoint 8.2: Vary demands and resources to optimize challenge: Students can use this as one or resources to to optimize challenge. PebbleGO Next includes more complex information about topics. They can choose which database has the appropriate information needed. 
        • Checkpoint 7.1: Optimize individual choice and autonomy: Students can look up a variety of animals if they are doing units on ecology or ecosystems in science. They can also learn about a variety of countries if they are studying geography. There are lots of choices and flexibility with the program. They even provide suggestions of what else might relate to the topics they have been reading about. 
      • Representation: 
        • Checkpoint 3.1: Activate or supply background knowledge: Students can use the program to activate background knowledge on a specific text before going on to the more complex database. Students can make connections with what they already know and new things they are learning about a specific topic. 
        • Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships: This database may allow students to make connections between a variety of different topics. Such as physical and behavioral characteristics between animals in a similar ecosystem 
      • Action/Expression:
        • Checkpoint 6.3: Facilitate managing information and resources: this is one source that students can utilize during research progress. It may provide some introductory information about a topic and which may give them more ideas of what else they want to research on. They need to manage the information being provided by this resource along with other resources during projects to make sure they are giving credit to where they find specific facts and information. 
        • Checkpoint 6.2: Support planning and strategy development: Students can use this program to plan out projects or research paragraphs. 

    ]]>     2023-04-18 01:24:09 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557782730     Brain Pop / Brain Pop Jr. lindsaycronin1 https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557784422 Science / Social Studies: 
    • Brain Pop / Brain Pop Jr. is a resource with engaging videos and quizzes for students to listen to to learn introductory information on a variety of topics. Topics can include biographies about famous people, learning about different countries, cultures, or ancient times, learning about different processes in science such as life cycle or water cycle, or even math skills. There are also some videos on social emotional regulation and mindfulness. Brain Pop even has videos available to support students learning English. 
    • Uses: Teachers can use these videos during introductory lessons of a topic. After students discuss their prior knowledge, they can learn more with these videos and check their learning and understanding with an easy or hard quiz. This provides differentiation. Students can take the quiz on their own or as a whole class. 
    • UDL Guidelines
      • Engagement: 
        • Checkpoint 7.2: Optimize relevance, value, and authenticity: Students can relate to these videos. The videos are relatable to students and make the content relevant and easy to understand. 
        • Checkpoint 7.3: Minimize  distractions: Students are engaged by the cartoon-like videos and there are some jokes that also engage students. 
      • Representation:
        • Checkpoint 2.1: Clarify vocabulary and symbols
        • Checkpoint 3.1: Activate or supply background knowledge: students can access what they already learn by listening to these videos. They can also make connections or relationships on other concepts learned. (For example,  how the ancient civilizations are similar to where they settled.) 
        • Checkpoint 2.1: Clarify vocabulary and symbols: Oftentimes the videos review content specific vocabulary.
      • Action/Expression:
        • Checkpoint 5.1: Use multiple media for communication: Videos are a type of multimedia. Students are often engaged by videos, especially those who are more visual learners. They can use the images and pictures to better help them understand the verbal content. 
    ]]>     2023-04-18 01:25:15 UTC https://padlet.com/lindsaycronin1/xjo4636dkb4h6p7z/wish/2557784422