Software
Pixie Icon

Pixie

Software for student publishing and creativity.

Wixie Icon

Wixie

Online student publishing and creativity platform.

Frames Icon

Frames

Create animations, digital stories, and stop-motion.

Share Icon

Create web sites, epubs, and presentations.

Professional Learning
Services
Pixie Icon

Pixie

Software for student publishing and creativity.

Wixie Icon

Wixie

Online student publishing and creativity platform.

Frames Icon

Frames

Create animations, digital stories, and stop-motion.

Share Icon

Create web sites, epubs, and presentations.

Pricing | System Requirements | Support

21st Century Students
21st Century Students
21st Century Students
21st Century Students

Implementing UDL

UDL suggests three areas educators focus on as they work to modify their instruction: representation, expression, and engagement.

Multiple means of representation
How can I share content in multiple ways?

Multiple means of expression
What are the different ways students can show me what they know?

Multiple means of engagement
How can I give students choices about content and process during their learning?

As I work to move to a universal design for learning (UDL) approach, I ask myself how I can present the materials in multiple formats, how my students will communicate what they learned, and how I can engage my students in both content and process.

For a recent Astronomy unit, I began by addressing multiple means of expression. I used Pixie to design an "interactive book" with the stickers and through the sharing options, I exported it in many formats. I made trading cards for my students to sequence information and play vocabulary games.

I then worked to differentiate the student work to support the various learning needs of my students, tackling both multiple means of representation and engagement.

One set of students will be able to look at my "interactive book" through the slide show option and follow guidelines to create their own. They will be expected to cover a certain number of key academic vocabulary words and concepts and use both text and audio to have their book come to life.

Another group of students will be able to create a similar book by adding their own text and selecting images to match. Because of disabilities that limit their verbal expression, they will have assistance as they record an audio component.

A third group may need a scribe to complete the writing portion, but will be asked to memorize their portions to record their own audio.

Finally, I support a group of students in which none of this is possible due to physical and cognitive challenges, but by experiencing an interactive book they are able to engage with and 'read' the book supporting the Astronomy theme.

Valerie Donnan
Special Education District of Lake County, IL

Sample student project

Products

Pixie Icon

Pixie

Wixie Icon

Wixie

Frames Icon

Frames

Share Icon

Share

ImageBlender Icon

ImageBlender

Pixe Home Edition Icon

Pixie Home Edition

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