UbDDI+B2+Chapter+4


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Cam
Chapter 4 This chapter focuses more upon the educational relationship between teachers and students, and the importance of both sides. The teachers have a large part in a student’s education because they need to meet the needs of students, make sure there is no group domination, enforce responsibility, have lesson clarity, and recognize student growth. There is much more standards that a teacher needs to reach, but it is the students’ outcomes what matters most. This chapter impacted me because it made me understand clearly that even though the bell rings at two o’clock, the work clock continues day in and day out. The stronger I am in my profession, the better my students are learners. The better my students are learners, then the better I am a teacher. My students will be impacted by this chapter because it is understood that everyone gets the same amount of assignments. Everyone is equal; we just excel in different intelligences. Without me, my students are nothing. Without my students, I am nothing. We need each other to succeed.

Dani
The fourth chapter of UbD/DI is about using differentiation in the classroom in order to help the most students possible achieve the curriculum goals. I learned that in order to successfully incorporate differentiated instruction I must have a positive attitude, be clear about curricular essentials, know what works for my students and be willing to take responsibility for my students’ success. I learned that all of these things will make my curriculum relevant to all students regardless of how proficient they are with the material. This is very important in my classroom because I want my students to be successful. I want them to walk away having learned something about life and about themselves. In order to do this I need to able to reach all learners regardless of learning style or proficiency.
 * Chapter 4**

Ben
Chapter 4 Chapter 4 of UbD/DI contains the ideas and methods of how to plan for students to succeed. This focuses on creating a meaningful curriculum that increases the chances for differentiated learning. Teachers will make sure they clearly state what the curriculum is saying. Accepting the responsibility for the student's success and making a respectful environment is also the teachers job. Building awareness and routines that works for individual students. Teachers need to teach at all different paces, integrate different intelligences, and have a flexible classroom. Doing this will help make the students stronger, which is why my classroom will be following this model. Using these points will help my students succeed down the road.

Jason
The two biggest parts of this chapter I thought were the notions of “accepting responsibility for learner success” and “developing communities of respect” (Tomlinson 44-45). They both underscore the importance of a teacher to recognize that it is his or her responsibility to help their students be successful. I also believe that it is very important for students to feel comfortable in the classroom, and I know that setting up a respectful room will make students much more comfortable. This effects me because I know that personally, I enjoy having a classroom environment where I feel comfortable; if I do not feel comfortable, I often will not come out of my shell and talk. Having read this, I know that I will strive to make sure my classroom is a good learning environment – I know what it is like to be uncomfortable in a class, and it really harms your school work if it happens. I also recognize the importance of being a teacher; the buck stops with me, so if I fail then my students will fail also.

Marcy
This chapter made the importance of being teachers of both curriculum and students unmistakably clear. Neither of these two important elements can be less important than the other. Both are needed for students' success. We need to know our students, their lives, learning styles, and interests, and how to make the major point of the curriculum reach them where they are. Keeping all this in mind on a daily basis is what will make me a better teacher. This affects me as a teacher by letting me know that perfection is not what is required because that is impossible. Persistence and perseverance to make today better than yesterday is the goal. This will affect my students in a positive way because they will notice that I am trying to meet their individual needs and that I care enough about them to go the extra mile. I hope that gives them the motivation to learn for themselves.

**Andrew D**
This chapter focuses on differentiation and how teachers can effectively differentiate in their classrooms to help every student learn and do the best they possibly can. A number of different situations where teachers can differentiate are explored throughout this chapter. At the end of each section is a list of what a good teacher might do in each situation, followed by a scenario that describes what a real teacher has experienced in that certain area. The best thing about this chapter is the lists and scenarios. It gives a general idea of how to go about certain situations teachers may encounter in their classroom. This creates a solid guideline that shows how to make your classroom effective and is something I can follow one day.

Lizzie
This chapter focuses on how crucial it has become to incorporate differentiated instruction into the classroom and the curriculum. It also emphasizes the importance of striving to become not just a good teacher but a successful teacher. There are two different ideas that arise when one wants to become a successful teacher, these two ideas are curriculum and structure/instruction. Both of these aspects have to have and equal balance, combining them effectively for the students. The teacher also needs to focus not on their success but the students’. In order to be able to teach and combine these ideas effectively a teacher must be able to master them. When a teacher can do all of this and create a prevailing curriculum the students can have a better chance of learning, knowing, and better yet understanding the material. Differentiated instruction may be one of the best ways to evoke an open bond or relationship between teach and learning, the teacher and the student. A teacher must be able to act and react to the students wants and needs, this involves being able to teach and mold the classroom to the students strengths and weaknesses. When teacher wants to become the most effective there are nine steps one can follow: having a clear curriculum, accept responsibility for the student success in school, create a respectful environment, talk and share with other about multiple intelligences, have well developed classroom management, help students, have flexibility, use a variety of instructional strategies, and reflect on student progress. This chapter helped me to understand that there are different ways that a teacher can respond to the students in order to convey the material and be effective. The nine steps or skills really resemble the MEL theory, using different concepts and applying them to one’s own ability creates growth within the teacher and ultimately the student. The teachers need to be learning and growing with the students in order to be effective. It is interesting to know that a teacher can be successful and effective in so many different ways. This makes me wonder why there are so many teachers who are outdated and ineffective out there.

T ed
Chapter 4 was a handy laundry list of teaching attitudes and skills that teachers should strive to be. I was somewhat surprised by how much importance was attributed to including students in classroom decisions around their own learning. I still have the mental paradigm that students are trying to get out of work, but I imagine that the other elements of DI and UbD would soften the relation between students and teachers. The advice that seemed most helpful to me was building awareness of what works for each student. I really like the idea of having a fact base for each student that helps me remember how they learn best.

Lindsey
I really enjoyed chapter four as it began to examine teachers as humans teaching other humans and passing on a passion for learning. Rather than focusing purely on curriculum, this chapter instead instructs the teacher to look at the student’s needs and work toward engaging the learner. There must always be a balance between teaching to the students and teaching a well thought out curriculum. This chapter explains teacher attitudes and beliefs which enable student growth. Another interesting element was that the chapter discussed the importance of maintaining an equal work load for all students. While it may appear logical to give less homework to a struggling student and more to a student who understands concepts, this is actually far from beneficial. The student who is struggling is given less work, yet she is also given less practice, and thus not able to develop a proficiency in the topic. At the same time, the student who understands the topic will eventually lose interest as they are essentially being asked to do busy work which does assist their learning. An interesting aspect of this chapter was that it discussed that as well as a teacher may teach a lesson, there are still students who may not understand. While this is a reasonable concept, it is more important to realize that a student not understanding is not the fault of the student, thus the teacher needs to find a more effective approach. Although very intimidating, the teacher must evaluate the way in the class was taught and then attempt to teach the students in a different manner.

Jenna
Chapter four of __Integrating Differentiated Instruction and Understanding by Design__ expressed the dire importance of being a teacher not only of curriculum, but being a teacher of students. Both responsibilities are equally necessary and essential in educating students. Teachers have the obligation to know their students, their lives, cultures, learning styles, and interests. As a teacher, I also need to know how to create a curriculum that reaches out to my students and captures their interest while creating personal meaning. I was also extremely comforted by the thought that teaching does not aim for perfection. Persistence and perseverance in improving the students' curriculum, learning, etc. is the true goal. I will affect my students' lives in a positive way because they will be able to see that I am reaching out and working my hardest to meet their individual needs. If the students know that I am going the extra mile, hopefully they will become motivated to go the extra mile and meet me in the middle.

Andrew F.
This chapter deals a lot with the way curriculum effects individual students, and how educators need to put their students needs first versus the most quality lesson plans. No matter how great the curriculum is, it does not mean anything without the students being on the same page of understanding. We as educators need to stop looking at ourselves in terms of successful planning, but focus on our classroom and the continuation of successful learning for each student. We need to do the most we can for each individual, while meeting the most content/standards, and while establishing the best connection we can to each person learning within our classrooms. Overall this chapter was very effective in providing "real life" example of educators being successful in their balance of well developed curriculum, and understanding each students individual needs. This is what I feel I took the most from is the sort of "mentor'' figures presented throughout the chapter, as a sort of guide-book for me as a future educator.