UbDDI+B2+Chapter+3

Abstract: Dani
This chapter introduces the [|backwards design model]. In this chapter stage one was described as establishing the goals for the unit, stage two was defined as deciding what evidence will be used to figure out if the students have learned the material and stage three was defined as where the day to day activities that will help students learn and meet the goals from stage one are created. The backwards design model’s purpose is to keep teachers focused on the desired end. In this way teachers are working towards something and not just trying to cover a textbook. This way both students and teachers know where everything is heading.

Synthesis: Dani
Overall the class found the model helpful in [|planning lessons] especially in subjects where there was a lot of material. We all agreed that the model would both help us plan our [|lessons] and help our students learn because having a clear focus makes it easier to differentiate in order to reach all learners, we have a clear goal so it is easier to assess how the students are doing in reaching that goal and because the students won’t just be doing activities or busy work but working towards learning something specific. The class thought that the backwards design model also addresses the gaps in state standards making it easy to meet them while engaging students.

Ben
Chapter 3 In chapter 3 of UbD/DI I learned that for years the content of an area was based on upon what the book covered. The information students were leaving their classes were a "mile wide, inch deep". Teachers were worried so much about coverage, they wouldn't go into depth of the material being taught. The backwards design model was designed to get rid of that. It is broken down into three stages. Stage 1 is about desired results, "what should students know, understand, and be able to do." Stage 1 is where you want your students to be at the end of the unit. Stage 2 is determining evidence that is acceptable, meaning what type of assessment will best show that the students have a strong understanding of the unit's material. Stage 3 is about the creating the lesson plans for the unit which best prepare them for the assessment ahead. Backwards designed makes it so teachers can plan their lessons with definite goals and assessments in mind. Thus increasing the students learning. So now with the backwards design, how can teachers differentiate their classroom? Easy. When planning your unit with the backwards design model, your goals should remain the same, but your assessments and lessons can vary to help address all type of learners. This will help my classroom since almost everyone who takes math sees it as numbers on white paper. The backwards design model will be able to help me plan my lessons with the intent to relate all mathematical subjects I cover to the real world.

Cam
Chapter 3 In 1949, Ralph Tyler introduced the concept of backwards planning. The format was then developed into three stages that help teachers identify the goals and standards, assess evidence for achievement, and apply teaching with the correct activities. This system forces teachers to step outside their comfort zone sometimes causing activity-oriented or textbook based lessons. This chapter was helpful for me because it makes me aware of the different methods in which teachers propose material. Keeping this in mind, I plan to go to my colleagues for assistance because they might have some useful advice. This may feel uncomfortable to teachers, but it totally impacts the student because the teachers stay on topic. The backwards planning avoids teachers from going off on tangents, which confuses students almost every time.

Dani
The third chapter of UbD/DI is about developing content. In this chapter I learned how to use the backwards design model to think about goals, essential questions, knowledge and skills that I want my students to obtain through the lesson. The chapter also suggested which areas are best to use differentiation in, in order to help the most students learn and show what they have learned. This chapter is very important for classroom because this is how I will develop curriculum for my students. This model is easy to use. It is also helpful in thinking about goals and how best to obtain them in the classroom.
 * Chapter 3**

Jason
I got more out of this chapter than any other so far. I learned the importance of being able to plan backwards along with ways to determine how to recognize what information is vital and what is just “good to know”. It impacts me a lot because my concentration is in history – an area that has a vast wealth of information, but often little time to cover it. I definitely would use the three step/stage process in my classroom so that I can plan out my units in the best way possible. I like when things are structured soundly, and this chapter shows step by step how to plan out large amounts of information. I have a better sense of how to create a lesson plan so that only the essential aspects of history are covered and done in such a way that it is clear and concise. Having to cover World War II in the time frame I have to work in is very tough unless I follow the UbD method.

Marcy
This chapter introduced the 3 step backwards design to plan units of a curriculum. By following this model the focus of the planning is to meet the standards set up by the local government. In this state those standards are the Maine Learning Results. This graphic form of designing a lesson affects me as a teacher because it will keep me focused on the big ideas I want my students to learn instead of what activities we are going to do or how we are going to finish covering the book. This will help my students because my lessons will not be arbitrary. Using this model the lessons will keep in mind the main focus of the unit. The student will not be subject to random assessments but each assessment will check for understanding the main ideas presented. It will also help students who are not understanding get help sooner because the instructor will know what is supposed to be learned.

**Andrew D**
This chapter talks about the content teachers need to teach their students and how in many cases there is a content overload. There have been many ideas on how teachers can try to break down content overload but many of them haven’t helped do so. Planning backward has helped in some ways because its main idea is to uncover the essential questions of the content areas and have the students explore those questions. Planning backward goes through 3 stages and it allows the teacher to differentiate in different areas so all of their students can learn in a way that will best suit them. Planning backwards will impact me when I become a teacher because it is the process I will have to go through to plan all of my lessons. Reading this chapter gives me a good understanding of what the template is for designing lessons this way and it will always give me a good resource to look back at if need be.

Lizzie
In this chapter we review what really matters in learning. The biggest problem when it comes to teaching is that teachers are overwhelmed with too much content to teach given the available time. This problem of too much content is equally as hard as figuring out what to emphasize and what not to teach. Because teachers are constantly being upheld to such rigorous standards teachers begin to face such problems like the standards are too big or the standards are just too small. Some content standards are not the only problem though; textbooks too often hurt not help the problem. When teaching students the learning results should be considered in terms of understanding the “big ideas” and the core processes within those content standards. Big ideas and essential questions provide a new way to see and address the standards. The main goal of all teachers and school efforts is not just to improve student learning of important content, but to go above and beyond. When using the backward planning model there are three stages to consider. Stage 1 is to identify desired results, what you want your students to know and be able to do and understand. Stage 2 is to determine acceptable evidence, how to determine or know that your students understand the material at hand and are proficient in it. Stage 3 is to plan learning experiences and instruction, what activities and learning styles can best help the students. A teacher’s job is to teach with the goal of improving content and check regularly if students are up to par on the learning. When teachers plan backward, by design, they are less likely to succumb to the problems of activity or coverage-oriented teaching. We want to improve the students’ learning by encouraging people to work smarter. The big ideas and essential questions are the basis or pillars for the various disciplines. Flexibility, finding a balance and essential skills are very important to a teaching classroom. This chapter helped me to realize the importance of using backward planning. This backward design provides a structure for teachers and the support to become more flexible and grow. This blending of UbD and DI provides a focus on essential knowledge, understanding, skills and flexibility in guiding and coaching learners to the desired ends. This chapter reveals that teachers face many more challenges then what one may think. Not only do teachers have to teach these models and content but they are learning as well. Every student is different and will learn different, a good teacher understands that and can overcome any obstacle.

T ed
This chapter plainly explained the scope of our essential standards by giving two examples that were too big and too small, and making them correct. The clear description of the 3 Stages plan was very helpful, especially as I was making my key understandings and essential questions. I’m glad they pointed out the “twin sins” of classroom planning and teaching – that’s good to know. I can imagine it might be easy to accidentally slip into those habits, and it doesn’t seem like it would be easy to get back on track. The planning template is something that would be very helpful to use in a classroom.

Nicholas
Chapter 3: I learned that there are three stages when planning backward. One is being sure to identify the desired results. Two is determining acceptable evidence that the students achieved the desired results. Three is planning the learning experiences and instruction. I hope to learn this planning model and become effective in using it to teach my classes. I want to be sure that my students are grasping the concepts that are being presented.

Lindsey
Chapter three of UbD/DI speaks of the difficulties of incorporating all content standards into the classroom, and gives the shocking fact that it would take nine extra years of school if all of the benchmarks were to be even touched upon. Rather than selecting enormous concepts which can easily be misunderstood, standards should instead be addressed as big concepts broken into smaller guiding questions. At the same time, it is not necessary to break every concept down as thoroughly as this destroys the overall concept. Students as well as teachers get lost in the details and miss the important issues. In addition, the chapter instructs the teacher to work backwards with a goal in mind, beginning with identifying desired results. In identifying the results, the teacher should understand what the student needs to learn and be able to reapply in a daily context. The next step is to determine the evidence which will help us to assess the student’s results. The final step is to plan effective lesson plans which will assist the teacher through achieving the desired results. The final thing I enjoyed about this chapter was the explanation of the “twin sins”, an interesting way in which teachers either teach based upon the activities they plan or use curriculum to support the book rather than the book to explain the curriculum.

Jenna
Chapter three of I__ntegrating Differentiated Instruction and Understanding by Design__ presented the three-step backwards design process. This process proves to be a guide in how to successfully plan courses,units, and individual lessons. Planning backwards results in more clearly defined goals, more appropriate assessments, and more purposeful teaching. The backwards design process also helps teachers avoid the "twin sins". This will be quite beneficial for me as a teacher because I do not want to obsess over coverage of a text book, and I certainly do not want to become lost in "content overload". Planning activities that hold no clear goal or hold little long-term effectiveness is not going to help my students come away with the essential questions. For my students to be successful, I need to plan ahead with the end in mind, clarify content priorities, and assess students' understanding of the "big picture". Chapter three also clarified that when I plan backwards, stage one should never be differentiated. I need to use the same criteria in judging the response of students' assessments. Finding the practical balance between completely individualized assessments and standardized, "one fits all" measures is crucial. Enduring understandings, essential knowledge, and essential skills should be a steady focus for the majority of my learners, but how the students demonstrate proficiency can be differentiated.

Andrew F.
In this chapter we are provided with the issues of time, as a future history teacher, there is a lot of content and not enough time to teach everything. The problem of time is further bogged down by things such as standards (learning results) and text books. Most secondary education teachers are faced with the challenge of "coverage" but the real task needs to be understanding the "big ideas" and major content, as set by the learning results. As educators we need to make cuts in the content and look at the bigger picture, and decide personally what is the most important material, to clearly meet the content standards and give our students broad knowledge within our content areas.