UbDDI+B1+Chapter+6

Dan horne
This chapter is about catering to your students needs in the form of curriculum structure and delivery. It talks about what you must do as a teacher after you have designed your curriculum to ensure that all your students understand and learn the materials. It talks about incorporating different methods of [|delivering] the materials to your students. As a teacher you are there to teach to all your students and this chapter is stressing that point by challenging us, as teachers, to create multiple ways of delivering our curriculum so that all of our students understand the material at the same level.

The biggest question we all have to answer is [|how do my students learn]? Once we have that question answered we can begin to model our lessons to ensure that our students get the most out of what we are teaching them. It was also suggested that we tell the students the big picture of what we are teaching them so that they know what they are working towards. “Few athletes would endlessly block a sled, practice corner kicks, or rehearse fast breaks if they didn’t see the connection with the game they play.” (Tomlinson, 85) This goes perfect for this chapter because it is exactly how students operate. They want to know what they things your are making them do in the classroom are helping them in the long run.


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Courtney Burns
As a teacher it will important for me to consider many questions about my students, curricula and the classroom as a whole. I need to consider how each of my student will learn individually while at the same time making sure that all students understand and meet the same standards, it’s a matter of “respectful teaching” (pg. 85). The chapter provides a number of different instructional strategies that can be implement to insure that as a teacher I am an instructor, a facilitator and a couch, all at the same time, for these three characteristic (while only a few) are ones that make for a effective and efficient teacher. The chapter stresses the importance of making your intentions and expectations for every students very clear. I think as a teacher I will use syllabi which will document the information we will cover in class and the expectations for the class and the students. Though I was never given these in high school I believe, since I’ve been given them in college, the benefits are numerous; nothing is ever unclear or hazy.

Olivia Wandelear
Chapter six reminds us to think about “//categories// of student need” (Tomlinson and McTighe 96) in order to apply the proper instructional techniques to them for a successful differentiated classroom. Running an effective differentiated classroom is both difficult and intense, and often overwhelming, so chapter six suggests looking for patterns of students needs to solve several different problems and help several different students at the same time with one or two activities or techniques. This is much more effective than sticking with the “one size fits all” approach that leaves many students in the dust, or even the completely individualized approach which attempts to plan separately for each learner, which although ideal, is very unrealistic and unmanageable. I can see myself referring to Figure 6.3 and applying some of its suggestions on how to address these patterns in my own classroom. The students who need help with their vocabulary building certainly are not just English language learners; Visual learners and students with cognitive processing problems need more structured and differentiated planning in order for them to grasp vocabulary building as well. After reading this chapter, I can now look for these (and other) patterns in the classroom and address them appropriately.

Ben Villeneuve
Chapter six of //UbD/DI// gives a set of core beliefs that connect what is being taught with who is being taught. I agree with each of these ideas. I particularly like how the book suggests that students should know the goals of a unit, and what they’ll need to do to show that they’ve learned the material. Too often, instructors are vague about these sorts of things, leaving students without a handhold. As a teacher, I will strive to never leave my students in the dark. I also like the simile of the teacher as a jazz musician. I believe that improvisation is an important part of instruction. This chapter also has many useful figures in it; I can see myself referring back to these as I begin my teaching career.

Kay Sue Collins
This chapter sort of brought a lot of things together for me. I was feeling a little like the description in the book of a teacher first faced with the concepts of UbD and DI. I was terrified at the thought of trying to keep all of the needs of my students in my head all of the time and figuring out how to meet all of those varied needs seemed even harder. This chapter showed me that if I plan for expected patterns of variety in my classroom I will meet the needs of most of my students. By doing this I still have a little room left to make adaptations for those who are still having difficulties. Another thought in the chapter that really struck me was that when you differentiate for one student there is the unintended effect of helping other students I hadn’t considered.

Dylan Stefani
This chapter reverts back to talking about the three stages of backwards design and how it can focus teachers to teach the principles. Some of the elements used in a flexible classroom are time, space, student grouping, resources, and partnership. Using these in the classroom can benefit a student if used in the right way. Managing time in a classroom is always on the students mind as well as the teachers. This chapter also displays tables that have Q and A about the different elements. Teachers are in the classroom to break old habits of teaching and create useful and creative techniques. Some old habits are okay, but if a person can change their personal life then a teacher can change their professional life.

Erika Tingley
The focus of this chapter was on techniques teachers can do to incorporate differentiation into the classroom. One of the ideas that stood out to me was the concept of expecting certain types of support to be needed and planning for it. It was pointed out that every class will have students at various levels and needs as far as instruction is concerned. As a result, teachers are advised to look ahead to addressing certain patterns of students before working on a lesson. Even those students who don’t need this extra instruction or support will likely benefit from its use. When I am teaching it will be important for me to expect the support that will be needed by some students and plan ahead to incorporate it into my instruction.

Heath
This chapter brings the idea of tiered learning into the UbD/DI model. By incorporating the principles of tiering into the 3 stages of backward design, teachers are better prepared to function in the wide variety of roles that students require of them. In my future classes, students will be performing at different levels. I will need to keep them all on task. This type of preparation will allow me to work closely with the group that needs the most help while other students work within the framework of tasks I have outlined for them at different paces. The idea being not to slow the advanced students while working to keep those who need more help up to speed.

Kasey
This chapter discussed how to approach teaching in a way that supports learning for all students in the differentiated classroom. It stressed the importance of give all students (not just high achieving ones) the opportunity to learn basic skills and try to apply them in a meaningful, authentic way. It was noted that lower-level learners often are subjected to memorization and basic drilling of facts, and don’t have the opportunity to explore deeper, more abstract ideas like their classmates. While it is important that all students spend some time learning the basic facts, it is more important for them to apply it in a meaningful way. This chapter also discussed the importance of making students aware of thwat the content standards, learning outcomes, and essential questions for the unit are. Basically, everything the teacher plans out in stages 1-3 should be apparent to the students throughout the unit. If the students are aware of these things are often reminded of them, their learning will be more focused and effective. Later on in the chapter, the authors discussed strategies on how to use classroom elements such as time, space, resources, student groups, and instructional strategies to maximize student achievement and understanding. I read a few good ideas that I will try to use in my classroom in the future. The idea of creating a “quiet zone” where students can go if they need a place where they can work without distraction seems like a great idea. Also, using consistent signals to for noise reduction will be something I can use. I want students to be able to talk and share ideas, but I still want to have control over the noise level of the room without having to yell or hand out punishments.

Timothy Grivois
The concept of responsive teaching is key in the context of teaching with UbD, and is never more applicable than in an academically diverse classroom. When designing a curriculum, this chapter has helped me understand that I must identify the group of students that it is for. If trying to implement a previously designed curriculum, I must edit and tailor it to my students once I have a grasp on who they are as learners, especially if that identity is malleable and shifts across the classroom. Information that I expect students to master should be at a high level regardless of their abilities, but I must present it in such a layered manner that students can grasp in it levels and at different rates. Being a responsive instructor means that I understand the way in which students are learning, and when they need change, I can provide that change. The structure of my curriculum needs to orient itself to constant change depending on my students’ readiness and abilities. I am lucky that I am being taught in a UbD/DI environment, so that the precedents I set for my own classroom are high. I do not have to break the old habits on the same level as many teachers.

Andy Shorey
This chapter focuses on how to actually teach the curriculum that you have designed. An important thing that is pointed out at the beginning of the chapter is that for lower level learners you should give them things that make them think at high levels and not just let them get by with the basics it helps when the instruction used in a meaningful way. It helps a student learn when you connect what you are teaching to them. This chapter also discusses how you can't always have differentiated instruction for every student so you can do differentiated instruction for clusters of students and that is easier and maybe more effective. It is important for teachers during their lessons to have good flow and keep the students involved. This chapter also gives many examples as to how teachers can be flexible during lessons and allow the students a bit of choice or freedom. I would defiantly like to be flexible in my classroom and allow the students some choices it might help them feel more involved and want to learn.

Josh
Chapter 6 was comprised of ways that teachers can be better teachers. It even addressed the common gripe teachers make when they are told to try something new of, “I don’t have time for that”, and made the argument that if they created lessons with differentiation in mind there would not be a time crunch in the classroom. The part I will take away from this chapter into my classroom has to be the idea of making sure students know what is being done and what is expected from them. I know that students in classes I have been in will ask after the assignment is given out, what they are supposed to do, it is important for the teacher to clearly define what is expected of the students.

Dan Horne
This chapter talks about how to show students what the big picture is when introducing a lesson and not only telling them what the small things are. There was a great comparison on page 85 that stated, “Few athletes would endlessly block a sled, practice corner kicks, or rehearse fast breaks if they didn’t see the connection with the game they play.” As an athlete this spoke to me on a very deep level because it is so true. If a student doesn’t know what all the work they are doing is for then it becomes pointless and they lose all desire to do it.

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Shila Cook
In this chapter the core beliefs of the whole teaching philosophy are exposed. In condensed form they are: students should experience curricula based in the important ideas that help them understand information and think at higher levels, students need a chance to learn the basics and opportunities to apply to them personally, there needs to be a balance between student construction of meaning and teacher guidance, and that students need to know the goals of a unit to successfully demonstrate understanding. Knowing these goals I am more capable of understanding and using these teaching techniques. = =

Caitlin Alexander
This chapter focuses mostly on curriculum and how to best present it to the students in a way that will help them learn and grow. The chapter follows four separate beliefs that act as guidelines to preparing a curriculum that will be successful. The first belief asks that teachers use curricula that holds important information to the unit and key ideas to the subject matter in all of their classes, despite how advanced the level of the learner’s understanding is. The second asks that all students have the opportunity to learn from the basic material, and be allowed “to apply them in meaningful ways.” The second belief asks that the teachers give equal measure to student understanding of the curriculum and the teacher’s role as an agent of guidance. Finally, the last belief says that teachers should make the goals and end-result of the lessons and units open, plain and clear to the students. I believe that these beliefs are useful to have as knowledge for my classroom, because they give advice that will help me, as a teacher, make my curriculum easier to comprehend and access for my students.

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Tyler Brookings
This chapter focuses on course curriculum and the best way to deliver it to your students that will help them learn to the best of their ability. Four separate beliefs are touched on in this chapter that act as guidelines for preparing the best possible curriculum for you and your students. The first belief states that students should be immersed in a curriculum which focuses on important ideas that help them think at higher levels. The second belief states that students need opportunities to take what they have learned and apply them to their own lives. Third states that a balance must be met between students construction of meaning and teacher guidance. And finally, students must know the goals of the unit so they can successfully demonstrate understanding. These goals and beliefs will be perfect to use in the classroom because I want my students to know exactly what I expect from them so in some ways we are on the same level of understanding.

Kyle Rines
Chapter 6 of Ubd/DI focuses on how to design and teach the subject and how to teach it to the students as well as how it relates to the students. The chapter shows us four beliefs that help educators design an effective curriculum. The second belief is the one that stood out to me the most. It states that all students should have the opportunity to learn from the basic material and have a chance to apply to themselves in a 'meaningful way'. This relates to me because I am a firm believer in educating students not only in the classroom but outside of the classroom (perhaps on the basketball court) and relating what they are learning to real life things, or in ways that they can find meaning in and understand.