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Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.

Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.

UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?

Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!

This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.

teenagers frequently received digital threats or upsetting requests from people they were dating. But the teenagers were not talking about it, did not know how to handle it and did not know what was appropriate and what was not.

“It was abuse that there was no protocol around,” Mr. Law said. The parents were not aware of the interactions, and the teenagers did not know how to prevent it, he said.

The campaign and its Web site, ThatsNotCool.com, encourage teenagers to set their own boundaries. It is intended to appeal to all teenagers, not just those with serious problems. “The kids don’t want to be told what’s right and what’s wrong,” Mr. Law said. On the site, teenagers can send one of 35 “callout cards” — brightly colored messages they can send by e-mail, post to their Facebook or MySpace accounts or download — that are meant to tell someone they have crossed a line. The messages are sharp. For example: “Congrats! With that last text, you’ve achieved stalker status.”

The site offers an area where teenagers can seek advice, like how to stop a boyfriend from nonstop text-messaging. For more direct advice, the site tells teenagers to call or conduct a live chat with trained volunteers.

The campaign is digitally focused, reflecting the way teenagers communicate. Even the posters that will appear in schools, which display some of the “callout card” messages, ask viewers to snap a photo with their cellphone and text-message it to someone.

All of the communications are aimed at teenagers, not parents. Ms. Soler said the fund was working on a campaign to alert parents to problems, but for now, she wanted to get teenagers discussing them.“We want to give them the tools to say ‘You can have a healthy relationship, and here’s the road map,’ ” Ms. Soler said.

In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)

Offenders rarely deceive victims about their sexual interests.

promises of love and romance

99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)

it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)

take place in isolation and secrecy, outside of oversight by peers, family  members, and others in the youth's face-to-face social networks (115)

Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)

Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)

..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)

Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)

maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)

Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118

Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)

..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)

Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)

Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)

Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121

it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)

Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)

We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)