UbDDI+Chapter+10


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toc

Tracey Hollingsworth
Chapter 10 – Moving Forward to Integrate UbD and DI

This chapter reviews and summaries the book. When we read this chapter in the beginning of the semester it was extremely confusing and I could barely follow it. I had no idea what UbD or DI meant or what it had to do with the classroom. Actually, it was a bit intimidating to read for the first chapter. However, after completing the book and the Practicum Block, I realize the importance of UbD and DI. There is no single way to integrate UbD and DI and every case is different. Planning by teachers and administrators combined with adaptability and flexibility allows for every student to understand material at a high level. As educators we must meet the needs of all students. We must realize that in education there is always room for improvement and more learning. Learning does not end for the teacher or the student, and learning does not end when we leave the classroom. We must never give up on ourselves but most of importantly, we must never give up on any student.

Geoff
Chapter 10 of //DI/UbD// essentially discusses what we did before and during Module 1 of CIA. It gives us tips on working with the three stages of the Backward Design Model. In this regard, there really isn’t anything new here. Besides that, the chapter also suggests ways that teachers can integrate DI/UbD in their classrooms and schools. This of course starts with the teachers doing it themselves. Among the suggestions for setting district reform in motion is to establish a study group around the book this chapter is in. In my opinion, a study group around this book would be the worst thing one could do to try to set any sort of reform in motion. I just can’t get around the dry, “corporate-y” feel to this book; this book is much more accessible to superintendents and bureaucrats than teachers. This is not to say that the study group thing is a bad idea, however. But, as I posted in my blog for chapter 15 of //Fair Isn’t Always Equal//, how much power would we have in changing policies as first or second year teachers?