UbDDI+Chapter+9


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Rachel B.
This chapter does a nice job of bringing everything together, in terms of what we’ve been learning throughout the semester in EDU 221. The terms and description used are somewhat different than what we’ve heard prior to, but it is in many ways basically the same stuff. I enjoyed this chapter because it nicely wrapped many of the things in which I’m learning with all together to represent a more seamless approach to curriculum and instruction with differentiated instruction. This will be relative and very important to my teaching career.

**Rachel F.**
Just for Jen T., I am making sure to REFLECT on Chapter 9 rather than just write an abstract; sorry Rachel B. This chapter definitely reminded me a lot of what we are actually doing in practicum. The first important part of creating a unit is the planning which is best done with the backwards design. I actually like using the backward design model because you always know where you are going with your students. I have had so many teachers seem to make up their lesson plans overnight and not even think about the outcome of them. This is what I’d like to call “busy work” because there is absolutely no point to it other than to say that we did it. When teachers actually know what they are trying to teach is when they actually do teach. If I use the backward design model and always have my students realize the outcome of lessons then they will be much more motivated to learn. The next part of the chapter emphasizes the importance of not only planning a unit but teaching it as well (differentiated instruction). Every student knows from experience that there are tons of different learners out there so of course it is crucial for teachers to accommodate all learners and be flexible. When teachers just teach one style, they end up failing. Having experienced this backward design model first hand, I definitely do like it over traditional methods. I’m definitely worried about not knowing how to differentiate my instruction, however. Hopefully I will be more comfortable by the end of practicum.

Geoff
The one thing I found the most useful in chapter nine of //Integrating Differentiated Instruction and Understanding by Design// is figure 9.1 on page 145. The figure really helps me because it establishes a sequence of processes that go into integrating Understanding by Design and Differentiated Instruction in a classroom. The first thing it recommends is to pre-assess for proficiency in important skills like reading and writing, skills needed to process content and demonstrate knowledge throughout the year, along with learner interest and learning styles, which we are to use as a basis for our differentiated instruction. The next three steps, two of which we have already worked on or are working on right now in Curriculum, Instruction, and Assessment, deal with the backward design model of creating a unit. The next steps deal with delivering curriculum, and stress the importance of diagnostic pre-assessments and formative assessments throughout the chapter, and differentiating instruction based on these assessments. For the most part, chapter nine is a review chapter that brings all of the previous knowledge in the book together in a sample unit created with the UbD model, along with ways to differentiate instruction along the way. I found, however, that figure 9.1 was the most helpful part of the chapter for me, as it allowed me to establish a clear sequence of events, instead of feeling overwhelmed with wondering what I had to do when.

Sara
Backward design allows the classroom many different avenues on which to teach. By establishing what you want students to get out of a unit before you plan the unit allows for a flexible plan that can be slightly modified to fit individual learning needs. Pre-assessment is crucial to the backward design method for it allows the teacher to alter the unit to fit the students, instead of having a rigid unit structure that could exclude some or even all of the students. Assessment is key to this educational approach. There need to be many different types of assessment including formative and pre-assessment. I found Understanding by Design complex and confusing in the beginning, I find it a lot more accessible and doable now.

Megan
Chapter 9 summarized what it is important to use backwards design. It’s simple. It makes sense. We use backwards design in every other aspect of our lives. We decide what it is that we want and take the necessary steps to get there. Why would we do anything else in education? If we do we’re teaching blindly. If you don’t use backward design you run the risk of getting off topic. Figure 9.1 lists ways to integrate and apply UbD/DI. I think the most important part is assessment. I like pre-assessments because it’s helpful to me to be able to see what they already know. That way if the entire class is well versed in a topic we can move on and focus on things more important and/or spend time on things that students don’t understand.

Courtney
This chapter provides an example of the long term unit that all of us in class are working on. It was nice to see a finished one provided by the book so that I have an idea of what it will all look like when everything is said and done. I have a better understanding of what I am creating now that I have seen a finished product from chapter 9 and from the students that came in the other day. Also a provides a list of all the goals a teacher should strive for when trying to incorporate UbD and DI into their classroom. Like I said that chapter provides a finished product of a unit but then it goes on to explain how UbD and DI can be applied to that unit. It gives ideas for different options for the students on the given assignments. Then when the unit is in progress it is good to sit back and look for the indicators of UbD and DI in the classroom. One indicator as a teacher would be that the teacher is very helpful and keeps the students engaged. Also if the students know and can explain what they are doing is a good indicator as well. This chapter ties UbD and DI all together with what it is and how to apply it with examples.

Karin
This chapter was a good review of the Understanding by Design and Differentiated Instruction designs models and how they should apply to curriculum development. I really liked this review, it really did help me to see “through the lens of UbD and DI.” I learned about how the product of our backward-designed unit will look when we are done with it, even more than seeing the portfolio of past practicum students. It was slightly more daunting somehow, seeing all the work that was put into the curriculum of the example in the book, maybe because it was real. I saw how things could come together when using UbD and DI, and I also saw how applying it to curriculum development might not be impossible after all. This will greatly impact my classroom because it has greatly impacted me. After reading this chapter, I have a better attitude about UbD and DI, and I am more confident that the unit that we are designing in class might actually work.

Jen P.
I love that this chapter quickly and efficiently review the goals of UbD and DI so that we get a brief reminder and can focus better from whatever we were doing before beginning to read this chapter. In that respect, I learned that it is good to make some sort of transition between activities in the classroom, particularly at the beginning of the lesson or class. Figure 9.1 on page 145 was really helpful to me. In a way, it tells me exactly what to do to implement UbD and DI on a review level and when to do so. I like things that give exact steps, but that also still make you think, and that is just what this figure does. Figure 9.1 starts off by mentioning pre-assessments and I just want to say that I think those are crucial. I am both excited and scared to see what my students know, or think they know, about history.

Stephanie L.
I like how this chapter brings everything together. It breaks down (yet again) the stages, this time in a slightly different way. The language used is a little different than what we are used to but it is basically portraying the same information. It then puts all of it together in a sample unit. It describes each stage in depth and even includes a rubric for one of the assignments. My favorite part of this chapter comes right at the end. There is a checklist of things that would be present in an ideal classroom. It discusses the learning environment, the curriculum, the teacher, and, of course, the learners. This is a great checklist to keep in mind when giving a lesson in order to make sure that students feel involved and are engaged in what they are learning. Overall, this chapter certainly hits the mark at where we are in practicum right now. We are forever tweaking our stages and our rubrics and our pieces of evidence (for learning).

This chapter served as an overview of what backward design and differentiation are and how they can be used together effectively. It summarized what has been read throughout the previous eight chapters of this book. Throughout the entire chapter, I found pages 162 to 165 to be the most useful for me. This section gave examples of what can be observed in a successful differentiated classroom. I think that being able to see concretely how differentiation can be seen in a classroom is very helpful and makes the idea a little more tangible for me as a future teacher.

Tracey Hollingsworth
Chapter 9 – Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI

In chapter nine, the authors tie all of the concepts together including backward design, differentiated instruction, WHERETO framework, and multiple intelligences. They discuss how a teacher can use backward design to create effective curriculum while meeting all their students' needs, and the importance of both. By using both methods, students can truly understand the content. The example given by the authors was a helpful way to bring it all together and how all of the ideas and models fit into one classroom. Some may think that there is way too much planning involved in these models, but if you do not know where you are guiding your students, how will you know if you have gotten there? After all, if we take the easy way out by not planning, we are not only cheating ourselves, but also our students.

John
This chapter, the whole book even, can be brought together with the flowchart on page 145. Its concise step-by step instructions for integration are a great blueprint for everything that the book has to offer you in your classroom. I ought to add this in the portfolio of every unit I do as a reminder to pay attention to the virtues of every one of the steps in the chart.