DI+UbD+Chapter+10+Block+1

Synthesis UbD/DI C10 B1

The appendix of this book has some interesting research. The first one that stood out studied 24 schools at the elementary, middle, and high school levels to study the effects of authentic assessment and pedagogy. The study found that students, whether they were high or low achieving students, were helped substantially. || I found a lot of closure in this last chapter. I really feel like everything that we have done in this class has finally come together. Although, I have to say that I am really overwhelmed with all the work that we have to do. The study that I mentioned above does not really come as to a surprise to me. From all that I have experienced, I feel that this is a no brainer, but it is nice to know that there is evidence to actually support this. || The appendix gives a quick overview that includes research, theory, and advice such as: studies of cognitive psychology, and student achievement. The appendix also goes over how different students are in their readiness, interest, and learning profiles. || This chapter was mostly old news to me. I liked the quick recap about the three stages and maybe I will go back to look them over again when I have to make up a new unit in the future. I liked the idea of trying a new idea at least three times, because I think that I would become discouraged the first time if my lesson didn’t work out perfectly. The truth is that maybe it was just the students that day, or something else was going on and that’s why the lesson didn’t work out right. It is important to keep that in mind. The idea of trying to foster a UbD/DI between districts is a little far-fetched to me, I’m not sure if the districts would work together on that. Overall, this chapter was telling us that we can do it if we put our minds to it, which I appreciated. ||
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter 10 of UBD/DI was the culmination of the entire book. It dealt with actually incorporating the theory into your classroom and level of education. There are three stages to doing this. The appendix of the book gave teachers some really rich resources to use when they are in the field. It talks a little bit about understanding your students and using their learning profiles. || This chapter was really short. I like understanding by design, because it makes sense. You teach to what you are testing, and you test for your standards, so by association, you teach towards standards. I liked how this chapter emphasized trying things a number of times to get an accurate feel of if it works or not for you and your classroom. ||
 * Audy Melissa ||  ||   ||
 * Boulter Elizabeth || This chapter was about integrating UbD and DI. It brought this process down into stages: stage one- identify the results you want, stage two- ask yourself questions to make your assessment clear, stage 3- make clear goals. It talks about using these approaches as an individual teacher as well as using them on a district level. It ends with giving tips on how to implement a ubd di program in the schools. The appendix talked about all the references and resources the book used. It showed where they got their information and they give some great resources for me to look into. || This chapter is so important. Developing a plan for integrating UbD and DI is essential to the life of any school and any teacher. The tips for getting the ball rolling was great. I liked how the chapter made it known that teachers need it on an individual level as well as on a district level. They need to be unified and establish clear goals and have a single purpose. ||
 * Brown Ryanne || This chapter discusses the actual integration of differentiated instruction and understanding by design into whichever level of education you are involved in. There are 3 stages to this process, the first being to consider the desired results for learners and educators. The second stage is to set questions and rules for how you will know when you have achieved a successful integration of differentiated instruction and understanding by design into the area in question. Stage 3 involves thinking about the actual steps we will take to get there. This stage gives examples for integrating as an individual teacher and at a school or district level. As an individual teacher, a main suggestion given is to find one or more colleagues to work with to achieve the goal. Changes will come more easily if there is more reinforcement for the changes. At a school or district level, the suggestions are much more elaborate, and are all exciting and useful ideas. || The ideas in the chapter were really useful. It was interesting to hear a plan of action for how to carry out this sort of integration. Rather than just giving suggestions, the chapter helps the reader get into a frame of mind that will be most effective for integration. All the ideas in the chapter were helpful, especially the idea of bringing other colleagues into the plans to increase the chances of effectiveness and achievement of a successful integration. “Think big, start small” was a short but helpful statement that puts the process into perspective. This chapter made me realize how long and difficult an integration of differentiated instruction and understanding by design could be, but also how much of an achievement it would be to complete the task. ||
 * DePue Margaux || Chapter 10 deals with not just talking about UbD/DI in the classroom, but actually implementing it by using 3 steps. Stage one involves considering your desired results in your students, such as greater understanding, more engagement in school, higher quality work and higher achievement. Stage 2 involves that timeless phrase "thinking like an assessor" and find ways to assess how well UbD/DI is working in your school and whether things should be changed or not. Stage 3 involves the means of getting to the most effective usage or UbD/DI. As an individual, a teacher can reassess their teaching and try integrating new strategies into their teaching by using the "three tries rule." As a community, teachers can have study groups, hold conferences, visit other schools using UbD/DI and so on. || I really liked a lot of the ideas in this chapter. I have never actually thought about going to visit other schools to see how they integrate the theory into their teachings each day. I understand that as a teacher you have to constantly be checking your strategies to make sure that your teaching is working, which can be a tedious process. I am glad that the chapter mentioned the "three tries rule," since many times it does take more than one try to implement a new strategy into a class, though there are just some things that are tried once and will not go well no matter what you do, and I think that the distinction between these two attempts at integrating a new strategy can get muddled. ||
 * Dunne Kaisha || Chapter 10 was an overview of UbD/DI and also talked about different ways to implement it in schools. It talked about what both students and educators can take away from implementing UBD/DI into schools and how to effectively asses using UBD/DI as apposed to only teaching with this method. This chapter went through the stages and how they can be useful to us as educators. It reminds us that we need to teach for understanding and rightfully asses our students in each lesson. The appendix also did an overview of the theory, research, and expert advice that supports teaching for understanding and responsive and differentiated instruction. Pretty much these two final chapters were a closing argument in the debate of UbD/DI. || I found that this chapter was a conclusion and an overall summary of all that was discussed in the book. It brought back focus on the main topics and was a good review as we're finishing up our lessons and reading. ||
 * Hudson Kimberly || This chapter begins to explain how to integrate Understanding by Design and Differentiated instruction. The first is to consider the desired result that a teacher seeks when connecting UbD and DI. These include a deeper understanding of the big ideas within the content standards, greater interest and engagement in the students, high quality work, and improved achievement. Secondly, with these results in mind, the teacher needs to think about how he or she will know that he or she connected UbD and DI. Thirdly, the teacher needs to be mindful of clear goals and assessment evidence.
 * Korn Shauna || Chapter 10 was a very short chapter on being able to apply the information presented in the book to the classroom that teachers will be teaching. The book gave different steps following the backward design to help teachers figure out ways to make the material in the book apply to their teaching style. There were three stages that presented questions about what the teacher thinks about certain procedures and questions that get the teacher thinking about the different ways to incorporate the information on bring in both differentiated instruction and understanding by design to their classroom. The appendix explained and gave resources to why teachers need to be using this in their classroom. The book explained that there are two solid research tools that show why this works. One is “Theoretical research in cognitive psychology” and the other is “Results of students achievement studies.” The section gives tons of research and information on how teachers are using differentiated instruction and understanding by design together in the classroom and how much research backs up that it works. || I believe that it is completely necessary to be using the ideas that are presented in this book, because there are so many ways to see if students are learning and what they already know without having to concentrate so much on grades or standardize tests. I feel that as a new teacher coming into a classroom, I am not going to know off the bat how students learn best or what they even know ahead of time, but I know that by using the backwards design I will be able to evaluate the material that they do know and prepare to teach them what they don’t. I feel that students will also feel a relief when they walk into my classroom because they will be learning and grades will matter some, but will not be the main focus like a lot of the classes that they have had and some will continue to have. I also feel that the tables in this book show me a lot of different ways to do things that will cut my work down and will be more beneficial to the students. My classroom and lessons will have a point and purpose for the students to learn something from. ||
 * LaRose Rebecca || This chapter was all about how to take everything we have learned from the book, break it into three stages and apply the information to our job. The three stages were the stages that we all followed to make our unit. Gathering desired results, how you will assess students, and how you as the teacher will get each student where you want them to go. This chapter continued to outline how to use DI and UbD to reach every student in the class to help each one achieve the most that they can. The appendix gave a bunch of resources and different tools and research that teachers can use to learn the best way to apply DI and UbD in their classroom. || I think that this was really important. Now that we have all read this book cover to cover, it is helpful to see strategies that help us implement these tools in our classroom. Without some sort of guidance, or further use of materials, there is a great likelihood that we would get stuck further down the road when we attempt to do this on our own for the first time. I know that I won't always know how something is going to turn out, or even if something is a good idea until I've tried it, and this book taught me that sometimes, good research can help, but there is no better thing than trying and succeeding or trying and failing to help you make a lesson more solid. ||
 * Murphy Amber || This chapter was about UbD and DI and it discussed breaking everything down into three separate stages. Stage one consists of the desired results as a teacher it helps to set up results which you want to reach such as give students a deeper understanding of big ideas or to provide your students with better understanding. Stage two consists of how the teacher will assess the students or how will they know or have evidence of the students progress to the whole goal or the desired results. Stage three is how the teacher is going to get there. This is where one can provide a list of ideas on implementing UbD/DI in the classroom. This chapter suggests trying the approaches several times because the first time will not be perfect and it is important to take note and make changes; however do not give up after the first lesson. There were tips and points made at the end discussing how to make your classroom ubd di classroom. || Breaking the UbD DI into three separate stages was really helpful and offered a better explanation of the program. These separate stages are easier to see when they are broken down and I believe it is essential for the teacher to consistently hit each of the different stages to successfully implement UbD/DI in their classrooms. ||
 * Nieuwkerk Hannah || This chapter outlines how to connect UbD/DI to classrooms, teachers, and the district level. It goes over how to make a lesson plan using the backwards design method and including the big ideas that should be in the content and gives the teacher space to enhance responsive teaching of important content. It starts off showing the three different stages and how the lesson develops throughout. The book also gives the advice that as a teacher, new lesson plans and ideas will not go smoothly; give it three tries before giving up on the idea, and also ask for the help of colleague. The book then goes on to give a list of actions for classrooms, schools, and districts to participate in to foster the UbD/DI connection. And finally, the last line of the chapter encourages the aspiring teachers by saying that using a combination of UbD and DI in the classroom is a worthy guide for the journey.
 * Scheffler Erich || This chapter was about how to integrate the idea of differentiated classrooms, and to actually use the ideas presented in the book. It tells you to first look at the desired results you have by differentiating a classroom, whether they be seeing better understanding by students, or changes made to your educational philosophy. Then we should ask ourselves how we know we have been successful. The third stage is figure out how you can complete differentiation. The Appendix basically just gave supporting evidence to the theories presented in the book. || I thought Chapter 10 was pretty interesting. I liked it because the entire book, it said “Oh hey, you should do this in your classroom,” but I liked how it actually gave examples on how you can actually do it. I also liked how the Appendix gave supporting evidence to support the fact that differentiating a classroom is helpful, because I think the book wouldn’t have been complete without it. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter tied all of the sections together. This chapter brought all three of the lesson plan stages together. Understanding by design requires that a goal be established first in order to make the lesson go into a certain direction in stage 1. In stage 2, the teacher designs a final product that the student shall produce in the unit based upon all of the lessons. In stage 3, stage 1 and stage 2 are fleshed out and developed into the lesson. This backward design model is how Ubd/DI comes together.  ||  I already read this chapter at the beginning of the semester. I think the reason why I read this one first is to map out the goal in mind first: this process is stage 1. From there, I read the chapters in order much like stage 2 and 3. The order of the assigned readings is really a lesson in backwards design.  ||