Interactive QR Bulletin Board for Book Disscussions
Description:
This bulletin board is interactive by incorporating QR Codes with links to YouTube video author talks, read-alouds and book trailers. It also has students write on the board about books they have read in each genre. Instagram templates, book covers, and dry erase markers were also used to engage students. The idea of the bulletin board came from the want to get student's involved in book discussions. We want to get the students interested in talk about books and get them involved in the process of reading, analyzing, and sharing books with each other. The first seven "Instagram Posts" models what the students are meant to do on the seven below them. The first seven illustrate the seven reading genres (Biography, Fiction, Traditional Literature, Poetry, Historical fiction, Non-Fiction and Fantasy). The books picked were popular books in that genre to help draw students in. Each "post" has a QR code that will tell students more about that book. This has them interacting with the board to learn more!
UDL Components:
This bulletin board incorporates two of the UDL principles. The interactive piece of the bulletin board exhibits engagement. Students are able to increase their self-regulation skills through social interaction (Nelson, 2014). This is seen when students "post" examples of genres they have read and share it with their peers. This bulletin board also create a social environment by allowing students to share ideas and listen/read what other students have shared (Nelson, 2014). Students can develop self-reflection when they "post" about their book; they write about what they learned and thought about the book. Self-regulation, social interaction, and self-reflection are all aspects of engagement. This bulletin board also illustrates the principle of representation. There are multiple means of representation shown through the visual picture display of the genres and auditory display of information through books trailers and read-alouds (Nelson, 2014). Students who learn better through touch can also benefit from the dry erase boards and the ability to write what they learned. This bulletin board helps students learn about different genres, books, authors, and topics in general. Therefore this bulletin board can also be used as a formative assessment (Nelson, 2014). Teachers can read what student "post" and gauge what they have learned about that specific book. This bulletin board offers many ways for a teacher to engage students and represent information about books.
Sources:
Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore: Brookes Publishing Co.
This bulletin board is interactive by incorporating QR Codes with links to YouTube video author talks, read-alouds and book trailers. It also has students write on the board about books they have read in each genre. Instagram templates, book covers, and dry erase markers were also used to engage students. The idea of the bulletin board came from the want to get student's involved in book discussions. We want to get the students interested in talk about books and get them involved in the process of reading, analyzing, and sharing books with each other. The first seven "Instagram Posts" models what the students are meant to do on the seven below them. The first seven illustrate the seven reading genres (Biography, Fiction, Traditional Literature, Poetry, Historical fiction, Non-Fiction and Fantasy). The books picked were popular books in that genre to help draw students in. Each "post" has a QR code that will tell students more about that book. This has them interacting with the board to learn more!
UDL Components:
This bulletin board incorporates two of the UDL principles. The interactive piece of the bulletin board exhibits engagement. Students are able to increase their self-regulation skills through social interaction (Nelson, 2014). This is seen when students "post" examples of genres they have read and share it with their peers. This bulletin board also create a social environment by allowing students to share ideas and listen/read what other students have shared (Nelson, 2014). Students can develop self-reflection when they "post" about their book; they write about what they learned and thought about the book. Self-regulation, social interaction, and self-reflection are all aspects of engagement. This bulletin board also illustrates the principle of representation. There are multiple means of representation shown through the visual picture display of the genres and auditory display of information through books trailers and read-alouds (Nelson, 2014). Students who learn better through touch can also benefit from the dry erase boards and the ability to write what they learned. This bulletin board helps students learn about different genres, books, authors, and topics in general. Therefore this bulletin board can also be used as a formative assessment (Nelson, 2014). Teachers can read what student "post" and gauge what they have learned about that specific book. This bulletin board offers many ways for a teacher to engage students and represent information about books.
Sources:
Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore: Brookes Publishing Co.