DI+UbD+Chapter+9+Block+1

[|Synthesis UbD/DI C9 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || The goal of chapter nine of DI/UbD is to present a sample of how a teacher would use backwards design and differentiation to make sure their lessons fit their learners. Teachers who use this system will focus on clarity of a goal and flexibility in arriving at the goal. Every classroom is going to have a collection of students who's experience and abilities vary. Differentiating the unit will allow the students to attain maximum growth. Naturally, there is a list of indicators that gives evidence of actually differentiated learning, which contains things such as the learning environment, curriculum, teacher. and the learners, all with smaller sub-indicators. || Chapter nine of DI/UbD gives a very clear outline of how they would tier learning and differentiate a fifth or sixth grade health class. I think in elementary school, this would be the strongest way to teach. Every classroom has a huge spectrum of learners, and most of the time, a student's academic base is just starting to grow, so differentiation may be the fertilizer that makes them bloom. I still would like to see an upper level high school class with such severe differentiation. I think that the point of having different levels of courses in the same subject matter is to have different sets of standards for each group. It is futile to try and teach a calculus course to a student who is a senior just because they are a senior if they don't belong in that class. I don't think calculus needs to be differentiated. A powerful curriculum and teaching towards the MI's will benefit the class more than expanding the group of students that are allowed to take the course. I understand that there are most certainly levels of differentiation, but the book tends to make me think of extreme circumstances. ||
 * Audy Melissa || Chapter 9 of //Differentiated Instruction and Understanding by Design// goes over the application of backward design in order to meet goals within the classroom. Nine steps are given to assure success, beginning with identifying a goal. After the nine steps are described in detail, a flowchart is also provided explaining how to apply DI to this sort of unit design, followed by an example of a planned unit on health, which adheres to and outlines each step of the process. An example rubric is given as an assessment tool, following the outline. The chapter ends by breaking down what factors are seen in a DI classroom, from categories such as “learning environment” ranging to the teacher’s own presentation of him or herself. || This chapter was extremely informative. The way the backwards design was broken down was really accessible and easy to understand. The example unit on health using the backwards design was very helpful. It clarified the idea of the backwards design process for me. I agree that in order to begin teaching or learning something, one must have a goal set in mind to work toward first and foremost, or else there is no direction in the learning taking place. I like how the chapter included learning environment as something to be altered in order to help students succeed. Overall, I feel that the idea of backwards design is an important thing for all educators to consider. ||
 * Boulter Elizabeth || This chapter combined all the puzzle pieces of this book. It reviewed the goals of UbD and DI both, and outlined what they would look like in the classroom. They reminded the reader that they address student needs, they determine evidence of learning, and they value learner differences, just to name a few things. The chapter goes on to talk about the integration of both DI and UbD in figure 9.1 and give step by step instruction. There are examples of unit that correctly use UbD and DI together as well as observable indicators that UbD and DI are working in your class. || I thought the last past was the most relatable. I looked at the list of indicators and could almost use it as a checklist. I wondered if my students would be doing this, if they would understand that, or if I would be helping them to…etc. It was a great way to combine the thoughts of the rest of the chapters in a practical way because now I can refer back to this list later on and see whether or not I’m successfully using UbD and DI. I can definitely use this as a tool for self-assessment and reflection. ||
 * Brown Ryanne || In this chapter of Integrating Differentiated Instruction and Understanding by Design the author begins with a brief review of the basic goals of UbD and DI in the classroom. This portion gives a clear layout of the expectations for the teachers in integrating classrooms. The process is broken into 9 clear steps that demonstrate proper use of differentiation and understanding by design. Following this is a step by step process for applying these concepts to the curriculum with some sample units to clearly demonstrate expectations and meaningful applications. The depth of each lesson plan gives the audience a clear picture of all of the elements integrating includes. The chapter also touches on the importance of definite student growth and the use of the backwards planning design, both of which help determine end goals and ensure achievement. The chapter concludes with clear indicators of differentiated instruction and understanding by design in the classroom. || All of the different elements in this chapter helped me develop a deeper understanding of all of the different pieces of lesson plans that prove differentiated instruction and understanding by design. The sophistication of all of the lesson planning and fully developed curriculum ideas really surprised me. Everything seems to be carefully articulated when it comes to this type of integration. The 9 steps really helped me remind myself of all of the goals and important steps in the integrating and lesson planning process. Also, the different visual tools helped me have a more clear idea of the planning process, rather than just all of the elements included in the final product. It was helpful to be able to visualize the process while refreshing my memory from the previous chapters. ||
 * DePue Margaux || Chapter 9 discusses the way in which Understanding by Design and Differentiated Instruction come together in curriculum and instruction in the classroom. The chapter shows how educators can teach effectively and integrate both models into their teaching using nine main steps: identifying results, determining evidence, planning instruction, acknowledge learning differences, work with students and family, supporting students in their work, reviewing goals, using ongoing assessment, being flexible and gathering a variety of evidence of student learning. Pre-assessment and having gifted students teach other students are ways to measure how students are in relation to the desired results of the class. Using different techniques to make students participate such as the Think-Pair-Share and providing varied homework assignments are ways to differentiate the teaching plan. To measure and aid the success of students, teachers can do things such as give students varied assessments and give graphic organizers to help students with projects. The chapter also gives examples of what indicate the successful integration of the two models in the classroom through observing the learning environment, curriculum, the teacher and the learners. || Though I felt that this chapter was a bit repetitive, it was still helpful to me. I am glad that it gave a thorough example of an entire unit and gave specific examples of how to differentiate lessons for certain students. It gave me a better idea of how I can do the same thing for my own students. Though the big idea of the chapter seemed repetitive, it was the specifics that were beneficial to me, and I am planning on using many of the techniques it suggested in my future classroom. ||
 * Dunne Kaisha || Chapter 9 in UbD/DI is about pulling everything all together. The first part of pulling everything all together is an summary of the backwards design model by providing a sample unit. It is also important to make sure the students are succeeding with your plans, as well as assessing where they are in the comprehension of the material. This goes over how to adjust an assessment to meet individual student needs would be to set an assignment, and depending on the level of student readiness, and knowledge prior to the unit, from the pre-assessment given by the teacher, they could adjust the assignment. The integration of the two frameworks, differentiation and backward design makes it more challenging for the teachers, but it pays of when the students become more engaged and effective for the learners. || I liked that we saved this chapter until later on because it ties a lot of things together. I really enjoyed how they made the connections between the two frameworks (differentiated and backwards design). Assessment has been brought up again as being a big focal point and I feel as if it's such an essential thing. All together doing all of this work and application of the styles, it will SOO be worth it in the end when my students are engaged and learning more than they normally would without these techniques in my classroom. ||
 * Hudson Kimberly || Teachers whose work is guided by the principles of backward design and differentiated instructions should follow some guidelines. The first is to identify learning results for the subject and topics they teach. Next, they should determine acceptable evidence of student learning. They should also plan learning experiences and instruction based on the first two principals. With these guidelines, teachers are ready to guide their students to success. Teachers should focus on students in relation to those desired results. There are also indicators in the classroom that indicate differentiated instruction; for example, students work together, students feel comfortable and safe in the classroom. || This chapter was helpful because it outlined so many ways to apply what we have learned. All this seems very complicated; so, having a step by step approach is a good way to simplify way. There is also the fact that there are indicators on whether or not differentiated instruction is working in the classroom. I like the fact that there are ways to indicate this without actually testing a student. ||
 * Korn Shauna || This chapter was about how backward design and differentiation go together and are actually put into action in the classroom. It explains the potential benefits of uses both of the processes together. There were a total of seven principles that are the main guidelines for teachers to be using both in their classroom. Then what the chapter does is that it breaks down the big ideas and the important ideas of UBD and DI. These big ideas help the teacher to determine, develop, pre-assess, differentiate, continue assessment, implement, and report. This essentially helps the students in the long run, because these main ideas build a strong connection between the content and the students so that the information is presented in different ways and is followed through to show it makes sense. There was a unit that explained how the two worked together or that really showed how they did and how a teacher could use it in their lesson. The chapter than explained how the unit could be modified to fit each of the students no matter their differences. || I personally liked this chapter a lot because of the unit that was shown. Through the other chapters there have been connections that teachers are able to make with this type of teaching but that was really never set up like this before. Seeing this unit showed me how that it can be done and why it is crucial to use it when teaching. I liked seeing how everything was set up and that the unit included the big ideas. I also liked seeing how that the unit actually expressed the potential beneft its that it had talked about earlier in the chapter. ||
 * LaRose Rebecca || This chapter began to connect all of the methods that we have been learning (UbD and DI) and showed how to make a unit. It told many of the ways that the combination can be beneficial to teachers and students. The chapter stressed the importance of how teachers should ALWAYS remember to differentiate and inform students of their progress and how they are doing. Having a lesson plan is helpful but there are some times where students just aren't feeling the lesson and need a little diversion to appeal to their own intelligence. Teachers often believe that lesson plans are concrete and must be plowed through no matter the response from the class. This is not the case and teachers will learn better through time. || This chapter solidified the fact that I absolutely adore my mentor teacher. She always has lesson plans, but never has two classes alike because each one has different needs. She always lets me know that she doesn't know what a class will be until it is over because classes get restless and can't stay in the same activity. I hope that I will be able to figure out how to shift gears at a moment's notice. I am beginning to learn and feel that this chapter helped me. ||
 * Murphy Amber || This chapter went over the backward design model. The chapter did a backward design model of a nutrition lesson. This broke down the lesson into individual steps and showed the necessary information to put at each step. This chapter explains that it is very important that teachers understand that each and every learner is different and it is essential to teach to students needs in order to have student success. In order for teachers to reach the desired results of the unit it is important to meet each and every one of the student’s different needs. There are many different modifications which can be made for the classroom and all of these help to “ensure maximum growth for the full range of learners in achieving important curricular outcomes and to provide flexible yet valid evidence of student understanding.” (161). these modifications help to push students to be successful within the classroom. || I believe that this chapter was extremely helpful to see the backward design model actually done out. I believe that it was also helpful that it was on a health topic. The chapter went into detail how it is important to meet the students needs in order for the student to be successful and I believe that this is essential to do and I believe it is crucial for teachers to understand this when trying to teach to their students. It is important for teachers to realize that modifications can be made and it is crucial to make them within the classroom to ensure that all students have a fair opportunity to learn. ||
 * Nieuwkerk Hannah || Chapter nine pulls all the information we’ve learned and compacted it. The first part of the chapter goes over the backwards design model and gives a sample unit. The next part says why we should differentiate our teaching and how to maximize the growth of our students. It is crucial for the teacher to not only differentiate all the time, but to assess and give constant feedback, and also notice how the students are improving throughout the whole year. The chapter also stresses the fact that having a lesson plan is good, but a //very// good teacher will be able to deviate from the plan to teach the students better to their intelligences. As a final note, teaching differentially is difficult, especially for new teachers, but you can’t give up, and it //will// get better and easier with time. || This chapter was packed full of information that took a while to read and digest. After re-reading, this chapter is amazing because it pulls everything together that we’ve learned. I liked the backwards design model, it is something that I will book mark, so I have a good model to turn to if I get stuck. It was really nice to get all these examples, so I know exactly what the book is looking for and shows a //good// example of it. I also feel that the authors of the book really want to help us and keep us on the right track, I appreciate the encouragement. ||


 * Scheffler Erich || This chapter talked about how teachers can use all they know about differentiated instruction to create an engaging lesson plan. The chapter started out with a quick review of what has been taught in the book so far. Then it gave a sample lesson plan for a lesson on proper dieting techniques. Then the chapter talked about how to properly create a unit that is differentiated and can let all students learn. Mostly, it talked about how a teacher can pretty much tailor the lessons as they go, because at the beginning of the lesson, the teacher won’t know how every student learns; they won’t learn that until after the students have been in class for a while. The chapter then gave specific examples as to how to properly differentiate the example lesson. The chapter closed by giving a few examples as to how people can tell if there is proper differentiation in a classroom. || I think chapter was extremely helpful. Although I have been reading about differentiating classroom and the book has given ways to differentiate classrooms, it is hard to know how to actually incorporate this into the actual lesson plan that is being taught. I just thought that giving specific examples as to how to do that was really good and helpful. ||
 * Simoneau Andrea || This chapter discusses how understanding by design and differentiated instruction come together. It then goes on to detail a specific example of a teacher teaching a health unit that is both understanidng by design and differentiation, giving a play-by-play of what the teacher is actually doing, from preassessment to determining student success. It also includes a copy of the teacher's written unit plan. || One thing I still do not understand how to accomplish in a way that's tactful is tiering. The chapter suggests tiering certain activities to ensure all the students' participation. I still can't figure out how to do this in a way that doesn't insult the students. The students are undoubtedly aware that the other groups are doing more difficult or less difficult versions of the assignment; how does a teacher do this in a way that does not stigmatize certain students? ||
 * Stevens Newcomb || This chapter ties the entire concept of DI/Ubd into an entire unit. The main emphasis is on making sure the teacher has planned on having backup strategies. If a student knows too little or even too much, the teacher needs to be prepared. Teaching requires much planning in order to be effective. When the parts of DI/Ubd are put together into one unit, the detail is almost infinite because the curriculum becomes engaging and versitle. Backward design allows for versatility and the smaller components help education come together into one, unified whole. || I think that this chapter is a sign of things to come. I believe this is how I will have to design my unit for my admistrator or even my current professors. There was a good example in the text that used a health class. The objectives and lessons are laid out and organized. The detail of each lesson is also given and allows for change and flexibility. I think that backward design is not only effective and practical, but also efficient. ||