UbDDI+B2+Chapter+9

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Abstract
The essential goals of UBD and DI are lengthy and drawn out. A teacher who is guided by the principles of differentiated instruction and backwards design will: "Identify desired learning results for the subject and topics they teach", "determine acceptable evidence of student learning", "plan learning experiences and instruction based on the first two principles", "regard learner differences as inevitable, important, and valuable in teaching and learning", "address learners affective needs as a means of supporting student success", "periodically review and articulate clear learning goals that specify what students should know, understand, and be able to do as a result of each segment of learning", "use systematic pre-assessment and ongoing assessment aligned with designated goals to make instructional decisions and adaptions", "employ flexibility in instructional planning and classroom routines to support success for each learner", and "gather evidence of student learning in a variety of formats". (pg 142-44)

[|Sythesis Drew]
This chapter worked as a recap of the entire book. It touched on the different forms of assessment that can and should be used in the [|classroom], and how the flexibility of the instructor is essential. It provides a useful sample unit for a health class. The text recap seemed to be the most reappearing text in the [|blogs]. The recap provided the principles by which a teacher that utilizes backwards design and differentiated instruction should be following. In following these principles, the teacher will be able to engage the students and help them to better understand the content.

Kirsten
This chapter is sort of like the summative assessment for all the information we've gathered about Understanding by Design and Differential Instruction. The first part of the chapter summerizes what we've learned then walks us through a unit planning for a health class. It was really neat to see what we've been working so hard on in class come to life in the book. The most helpful and interesting aspect of the chapter, however, was seeing how this carefully planned unit could be differentiated. I thought it was great that there was such a range of what the teacher did for her students, yet still kept the focus. I thought it was interesting that the lowest readiness students were given the original task from the lesson plan and as the readiness levels increased, there was more challenge piled onto the task. I think this is something that was mentioned in a previous chapter, but I don't think I understood it until I saw it there. Seeing how this works has given me more confidence in what I would like to see in my own classroom someday.

Jordan
A differentiated classroom is easy to spot: the curriculum explores many option for students to absorb the same ideas, the teachers work to integrate students’ personal interests into lessons, and students actively learn and are aware of their responsibilities in the classroom. The concept of a differentiated classroom is remarkable, for the differentiated classroom ensures maximum growth for all students in a flexible, yet stable atmosphere. This chapter really highlights the challenges and preparation that is involved in designing a unit with differentiated instruction in mind; not only does the backwards design model need to be applied, but the unit needs to be designed with the idea that adjustments will need to be made. The chapter then goes on to explain how a unit can be adjusted using tiering, scaffolding, and other techniques to accommodate students at all levels in the classroom. I would have loved to see more of this as a student. I feel that very few adjustments were made in units and we were only going to do what was already planned. Even though planning a unit is a lot of work, I feel that if you do it right the first time, the small adjustments and learning outcome will be a rewarding experience.

Brittany
Chapter nine basically brings all the information about teaching in a differentiated manner to show how it all works together. It is important for teachers to always keep in mind what they are trying to get their students to learn and how the class learns best. This learning growth can be tracked by using different forms of assessments, graded and non-graded, to ensure that the knowledge needs are being met. These assessments allow teachers to differentiate when needed so that all the students are working at the appropriate academic level. Even though all these great ideas are formed, the most challenging part is following through with the plans. With enough practice, the teacher will learn to be flexible and when to differentiate so that each student succeeds. My goal as a teacher is to be able to differentiate in my classroom so that every student has an equal opportunity to shine! Once I learn how each of students learn best I can work toward achieving this goal.

Mykayla
I feel as though I have already read this chapter before, just with a different choice of words. Chapter nine ties directly into the //Multiple Intelligences// book because it deals with teachers changing their typical teaching technique so they can accommodate more students’ needs. Using groups and different intelligences for teaching a lesson will help students learn and is the whole point in differentiation. The one aspect that this chapter mentioned that hasn’t been brought up in the other books as much is pre-assessment. Pre-assessments have been discussed, but I never could grasp the importance of them. After reading this chapter, I see all the valuable information that can be gained from something so simple as a pre-assessment. Pre-assessments would enable me to see which students do not meet the skill requirements that might be necessary for my lesson, even though I might have thought they already knew it.

Leah
The beginning of the chapter was a review of the backward design and why it is so effective in the classroom. We were then provided with a model of a unit created with the backward design model, which clarified a lot of questions. After clearing up the logistical aspects of lesson planning a teacher has to be flexible and keep in mind student needs. What was really helpful about this chapter is that it actually provided an example of how to adapt assessments according to student variation. I will certainly use this differentiated instruction in assessments and lessons now that this chapter has given some clear examples.

Ryan Snowman
This chapter finally brings curriculum, instruction, Understanding by Design, and Differentiated Instruction all together. When all of these come together, it is an extensive unit that is very beneficial to learners because a) it teaches for deep understanding and mastery and b) Differentiated Instruction ensures that the learning needs of all students are met. Using all of these components almost guarantees that teachers are teaching effectively and with purpose. Looking at the sample unit is very helpful because by looking at that, now I see where I am headed with my unit design. By reading the unit in the book, I have a clear idea of where my unit is heading and how everything (understandings, essential questions, authentic assessment, lesson plans, and teaching to the intelligences) ties together. Seeing a performance task differentiated was also very helpful. It gives some ideas about how I could differentiate my performance tasks, and does a great job at showing how differentiation still ensures that students still achieve important curricular goals. It is a misconception that differentiation means that you, as the teacher, are making the task easier for the student. What it does mean is that you are ensuring that students are reasoning and working to their highest level.

Ryan
Chapter nine of //Integrating// summed up what I have learned so far in practicum. Everything that I have learned so far has been pulled together and connected in this chapter. The use of the backwards design and differentiation in the classroom are being connected in this chapter by showing how differentiation can be used in the classroom. Also at the same time I feel that multiple intelligences and different learning styles are being connected in this chapter as well. The backwards design incorporates the multiple intelligences and different learning styles into the content. So chapter nine was really exciting for me because it is showing how all this information connects and is used in the classroom. As a teacher I will use this information in order to incorporate all my ideas into my classroom.

Scott
Chapter nine served as a summary of the backwards design model, and understanding by design. It offers some examples of a unit and a performance task, this was helpful since it put in context what all this work has been for and I hope that my units and lessons can look like this. The chapter then goes on to discuss how we go about applying the knowledge we have taken in. A classroom that follows this model will be one that is engaging where all students learn. The chapter leaves us with the idea that being able to apply the information in this book won't be easy and we cannot expect to be experts right away. What makes a good teacher great is being able to adapt to the conditions presented to them. It left a little more excited about actually becoming a teacher.

Corinne
This chapter discusses the backward design model, how it works, and how it works with differentiation. Tomlinson outlined an extensive example of a lesson outline that uses the backward design model. what was helpful was when the authors took lessons from the example and adjusted the lessons to differentiate the classroom according to different students needs. Mostly, from this chapter I was able to grasp a better understanding of how a unit planned with the backward design models ends up looking like, and how to make it flexible to fit students needs. As a result I better understand how a learning environment should look in an Understanding by Design and Differentiated Instruction classroom. Looking back I can remember teachers who outlined essential questions and ideas in the beginning with the introduction to the unit. However, if the class was having trouble understanding something, they would adjust their method or reinforce the idea in a different way. Being able to relate my past experiences with a text that explains it fully.

Rachel
Chapter 9 starts by the basics of the backward design model. This chapter could be a good resource for planning lessons and units because is describes the entire process in outline format. This makes it easy to look back for further explanation for a certain part of the backward design model. The other main piece of the chapter was an example of an entire unit written out. This was helpful and yet extremely intimidating. It helps me to understand what will be expected out of my unit. The part that excited me the most was that the unit example was a health unit! This made the chapter even more relevant to me. I feel that it was helpful to see all the pieces of the backward design model combined in one big unit. The pre-assessment was one part that was easy for me to find. I also liked how each understanding for the unit had a related misconception that went along with it. I feel that this helps students make real life connections.

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Jennie
This chapter starts off with an overview of the Understanding by Design and Differentiated model. It then goes into detail about how we are going to need to be flexible with our students. Not all of our students are going to be on the same level as the rest of them. Some may be English Language Learners, some may have an IEP, and some may just be having a hard time but it isn't recognized as a learning disability. We have to be able to change our lessons around to make sure that they get the information that we are teaching. This chapter started me thinking about my students. The book gave some good suggestions about how to change things in the lesson plans to accommodate students. Hopefully I will be able to get the information I need to teach them across to all of the students no matter how they learn.

Sarah
Chapter 9 was more or less a recap of all we have read thus far in the book. Having this chapter as a synthesis of all the prior ones really helped to place all of the pieces of Understanding by Design and Differentiated Instruction together into one holistic picture. Also, contextualizing the experience (this chapter did so through a health class demonstration) really helps me to see the structure and interdependence of the whole thing. The more I learn about Differentiated Instruction, the more I wonder why everyone was not doing it right from the beginning of public education. It has always been apparent to me that a teacher’s capability can be measured through the success of their students. Why would teachers of the past have regarded student incomprehension as a fault of the student? Why did they not seek a course through which students could achieve mastery? The answers to such questions could be accredited to lack of research on the manner of learning until very recently, but none the less, it is a tool we have //now.// It is a tool we need to use //now//. And I certainly plan on using it //every day// that I dare to call myself a teacher.

Drew
This chapter seemed to go over some of the other chapters I've read in this book and maybe even the MI and the FIAE text. At this point I am rather lost because it seems all three books touch up on each other a lot. This makes things difficult to weed out text from text.

This chapter really pushes and emphasizes the flexibility of the teacher again, and the importance of working with students in this fashion. It also once again touched on the backwards model and using differentiation and understanding by design in the classroom. This book does not sugar coat anything. It has not led me to believe things will be easy right away. In fact, utilizing the ideas from this text is going to take a lot of practice, trial and error. The challenge is something that I personally find intriguing. Doing the work I do currently allows me the experience of "thinking on my feet". Hopefully I can take this skill into the classroom as well. I find that really good teachers adapt really well by the moment. I suppose the same could be said of any job. I feel a bit more confident in my choice to become an educator.

Chapter nine of this book began with an overview of the UbD and DI models. The chapter began to tie together all of the information the prior chapters were directing towards us. The chapter gives a chart in regards to integrating and applying the bid ideas of UbD/DI which I found to be very helpful. The chapter then goes into detail about a lesson plan created entirely from the backwards design model. Chapter nine then switches gears a little and begins to talk about how a teacher must be able to change their unit on the fly and be “flexible.” Differentiation in the instruction will take place as the unit progresses and the teacher begins to understand the student’s different learning needs. This chapter was very important to me as it began to bring everything we have learned thus far together. The chapter reiterated the fact about how important it is for a teacher to be flexible in the classroom and I can only hope that one day I will be a proficient “flexible” teacher.
 * Tim**

Cara
When creating a lesson plan, a teacher must try to incorporate the students’ interests and many different styles to ensure that all of the students are able to learn the information. We must keep in mind that lesson plans, although mapped out, will not also remain exactly the same. They will change as needed. The chapter talks about using tiering (as we learned in a previous chapter we have read) and scaffolding if we have to to basically “customize” a lesson for different classrooms. I really liked that an example of a unit was given in the chapter. I feel like it will take a lot of practice for me to be able to "alter" a lessonplan for a class, but it is necessary. 