UbDDI+B2+Chapter+9

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Danny K.
Chapter nine reviewed much of what we have already read about in previous chapters. In chapter nine the author talked about how to do lessons in the classroom and how teachers can use understanding by design and differentiated instruction. The author also talked about “working backwards” which we have been talking about in class and are currently using this style with our Stage 3 of our units that we are creating. As a teacher I will make sure to make a healthy learning environment that makes my students feel comfortable and safe in the classroom. It is important for my students to feel comfortable in my health classes because many of the topics covered in health are naturally uncomfortable for many of students. Although much of the content is uncomfortable it is important for my students to feel comfortable to ask questions and participate in class discussions.

Tiarra
This chapter of UbD/DI is essentially a summarization of what we have read in the previous chapters. However, this does not make it entirely useless. It was nice to see the big ideas of Backwards Design and Differentiated Instruction laid out in stages and bullet points. It all looked so nice and neat outlined like that and not nearly as confusing as the graphic organizers we have been using. Looking at the Unit design on p.146-152, I can see a completed template of exactly what we have been working on in class. I really like how this teacher chose to add “common misconceptions” under each essential understanding, I feel that gives the lesson plans more directions; something to work against. I also appreciate the list of modifications that a teacher can incorporate in order to adjust lessons to student readiness levels and abilities.

Will L.
Chapter nine served as a general overview of the ways of going about doing lessons in the classroom. The chapter covered ways of going about instruction, including working backwards (again). It even outlined the stages of setting up the actual lesson plans, such as stage 1, 2, and 3. It quickly summarized various assessing styles for students as well. Since it was a general summary type of chapter, I have already familiarized myself with a lot of the material that was covered in this chapter.

Justin C.
Chapter 9 talks about how teachers integrate the ideas of understanding by design and differentiated instruction into the classroom. One thing that really stuck out at me in this chapter was, “student diversity is a powerful factor in how the learning journey progresses. That reality makes differentiation an important tool for student success” (Tomlinson & McTighe, 153). It is important to realize that all students are going to learn differently and we need to learn how to adapt to that. Granted, we do not need to be experts in learning how to integrate every student, it is important to be able to at least make a change in the teaching style to attempt at accommodating. If we find that we are unable to, I feel as though I would go to my colleagues and ask for their advice on the matter. Chances are that they have had that same struggle and are willing to help. Overall, there were two major points that we want to keep in mind when we are trying to include every student. We want to make sure that every student has the best opportunity for growth and that we can be flexible to accommodate the changes that may be thrown our way.

Grace K.
Chapter 9 began by reviewing goals and processes of Understanding by Design and Differentiated Instruction. Tomlinson and McTighe also included a sample united, and a variety of situations requiring that unit to be differentiated and how that might be done. Again the common theme of adaptability came up, and the authors emphasized that a UbD/DI classroom would have common goals for all students but flexible methods for achieving them (one destination for students but various vehicles and roadways to arrive there). The authors noted, too, that differentiating instruction isn’t all there is to this process; once your lesson is designed you then have to implement it, and to do so effectively also calls for differentiation of assessment and learning activities. The chapter closed with a list of things we could expect to see in a UbD/DI classroom, and goals on this list are definitely things I would try to implement in my own class. They included a learning environment that is conducive to respect, flexibility, teamwork, and learning; a curriculum that is designed to be well-rounded and meaningful; a teacher who is helpful and works to engage all learners; and finally, students who see a genuine value in their learning, who contribute, and who know what is expected of them and why.

Dan B.
Chapter nine was basically a summative assessment of the whole book. They covered everything that had already been covered in the book, and really brought it all together. They provided an example of a unit on nutrition that was nice to see because it gave me an idea of what my lesson would end up looking like. I also like the part at the end when they described what a differentiated class would look like. The learning environment would allow the students to feel safe and valued in the class. The teacher would outline what the student was expected to know and how they could achieve it. The teacher would also give the students options on how to do projects, and would give different students different assignments based on how far along they were in their understanding of the subject. The students would know what was expected of them, and they could tell you exactly what they needed to do to meet those expectations. I thought it was a good way to bring everything together; and it really helped me to understand it better.

Grady B.
In reading this chapter, I gained some good insight about how to structure a curriculum, while keeping in mind the concepts of DI and UbD, and I was especially interested in looking at the indicators that the theories are being employed in the classroom. While the volume of things that an educator must look out for on these lists of indicators seems a little daunting, many of them simply seemed like good pieces of advice on how to structure a classroom to the benefit of the students. Reminders to do such things as balancing individual work with group work, maintaining a focus on big ideas and essential questions, and keeping students informed to the goals of the class all seemed like really good things to try to do in the classroom. I was especially struck by the point on page 164, that students should be able to describe why they are doing each piece of work, and how it relates to the lager goals of the class. Too often, I feel like this point is lost on many learners, who find little use or context for the work that they are required to do.

Jen R.
Chapter 9 in UBD/DI highlighted the ideas of Backward Design and Differentiated Instruction. This chapter compiled all of the information we have previously read about and transformed it to fit a school curriculum. This chapter highlighted the focus areas well and the material was printed in a very understandable way, in comparison to previous chapters that is. Personally, it was very helpful for me to study the visual aid on page 145 “Integrating and Applying the Big Ideas of UBDI.” This displayed the information in a much more appealing way for my personal learning style and served as a great outline for future use in my classroom. Also, I was very that the sample unit outlined in this chapter pertained to health since that is my focus area. Reading through this unit plan allowed me to develop some great ideas to keep in mind for my future as a teacher.

Jonathan B.
Chapter nine discusses the conversion of the concepts of UbD and DI in teaching. To begin, the chapter reviews the essential goals of both concepts and ways of going about these goals. Figure 9.1 contains a diagram depicting the integration and application of the “big ideas” of UbD and DI. I found this diagram to be particularly helpful, as it is sequential and objective based. The steps shown in the diagram are very learner-based, which represents the whole philosophy of UbD/DI. The model is also circular—the teacher never stops learning about his/her students and how they learn. Differentiation is focused to maximize student growth, and is very responsive. Teachers must be very responsive in feedback and actually acting on that feedback with a dynamic curriculum. Again, it is very important to keep desired results in sight while going through the aforementioned developments. One can't get too caught up in these alterations that they become ineffective because they are not working towards an objective. One component of the chapter which I felt would be especially useful to me is the section on observable indicators in the classroom. I will use these tips so as to be a responsive educator, and savvy towards my students needs and how my curriculum projects my efforts of maximizing student progress.

Kaitlin T.
While reading chapter nine of UbD/DI I was struck by the concept of keep students informed of goals that are set within a classroom. When I think about it, I realize how sad it must be that I’m actually surprised by this idea considering how many classes I’ve been a part of over the past twenty years. I’m having a hard time recalling an instance when an educator stated his or her goals for us, as students. Students should always have a clear understanding of major ideas and essential questions, and it’s the job of the educator to make sure students are constantly aware of them. I also had never thought about the importance of having a balance between group work and individual work. Students should always understand why they’re being asked to work on a particular assignment; they should never have to ask. Educators need to keep the students informed about the importance and significance of the work they’re assigning.

Chris D.
Chapter 7 of UbD/DI is sort of a review of what we have been learning for the past couple weeks, and what we’ve read in the previous 7 chapters. This chapter shows a developed unit and lesson plan all in one, which was great to look at to compare with what I have developed on my own. After using the backwards design model, the concept of working backwards definitely helps when making these units. I don’t know exactly how’d I’d be able to create a unit otherwise. This chapter also talks about differentiated instruction and how to incorporate it into the classroom, something the MI book has been covering for a while now, but it’s nice to see it presented from a different perspective.