UbDDI+B2+Chapter+9

Chapter 9 Synthesis by Darcie Simmons
This chapter brings the backward design together. To begin the chapter it reviews in a pretty detailed sense how to do backwards design. It puts it into a bullet list of three or four key things to keep in mind when approaching the backwards learning design. After reviewing how to set up the backwards design there is a very detail example of the backward design, which is very helpful to see applied to a "real life" classroom situation. When a unit is created, chances are that it will not go as planned. While it needs to be strong, flexibility is a key element to have. There are going to be times when you will have to [|differentiate for the students in your classroom]to fullfill their learning ability. In order to be an effective teacher, you need to be able to build a unit that is strong, but has some give to it, in order for the students to be able to grow as learners.

In our chapter responses, most of us talked about how this chapter really brought the whole book together into one chapter for us. (If only we had known...kidding Dr. Grace :p). For most of us, simply reading with a sort of list on how to use UbD/DI in the whole backward design unit. We all seemed to comment on the fact that while it almost seems like common sense, but we had never really thought of it before, but we need to be flexible in our unit, and not get too upset about changing what our original intent was. My boss from camp always like to say that "as long as the kids are happy, that's all that matters". I feel like this is applicable to the classroom, but learning should be put into that phrase as well. So as long as the kids are learning and having fun, that's all that matters.

Chapter 9 Synthesis by Bri Douglass:
This chapter is the all about bringing together [|Backward design .pdf] and differentiated instruction. The beginning is a review of backward design, step by step and also gives an example. It then goes into describing how to differentiate the unit depending on the students in your classroom. A unit should be stable but yet flexible on the students needs. The unit and the teacher must evolve and be flexible throughout the unit in order to provide for the students. A broad range of options for responding to students needs makes it much easier to change something within the unit. It then goes on to give an example of a differentiated, backward design unit on nutrition and an adjustment on a specific assignment. At the end it gives a list of observations in the learning environment, curriculum, teacher and learners that indicate the use of UbD/[|DI] in the classroom.

In our chapter responses many of us talked about how this chapter brought together the whole book. How to use UbD/DI in a whole backward, designed unit. We all talked about how much we learned from the example about nutrition. It is hard sometimes to just read about a concept but it was really helpful for a lot of us to actually see understanding by design and differentiated instruction used in a unit plan. Another big topic in the responses was how as teachers we all need to be flexible in our unit. Have a plan but after pre-assessment tweak aspects to provide for your students needs. Overall the specific example of an entire unit and wrapping up the whole book was what the majority of our responses were about.

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Kassaundra
Chapter 9: Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI This chapter gives an example of a unit that uses UbD and then differentiates that unit so it will be effective for all kinds of learners. Now that I have seen a unit written out I have a better idea and understanding of what a unit plan looks like and what needs to be included in it. This will be helpful for me because if I picture the end product I will find it much easier to bring the pieces together with my own unit. From the descriptions given in the chapter it seems that UbD is employed more during the writing of the actual unit and differentiation comes after you know where your students stand on the topic and what kinds of learners they are. It is emphasized that DI has two main purposes, one is to make sure that students with a wide range of learning styles and needs can benefit from the lesson and the other is that it works to provide evidence that is both flexible and credible of the students learning. I will need to keep these goals in mind so that I can use differentiation properly. Besides this, it is very overwhelming to see all of the things that can be done with UbD and DI. It almost gives me the feeling that I have to exemplify all of these suggestions. On the other hand, it is good to know I have so many options to choose from.

Charli Sayward
Chapter 9: Bringing it All Together: Curriculum and Instruction through the Lens of UbD and DI This chapter summarizes the goals of understanding by design and differential instruction, and goes into further detail about how to adjust lessons to make them differentiated. I was impacted most by the “observable indicators” because it gives a great list of how Ubd/DI can be seen in the classroom. For the environment, students should show that they feel comfortable and safe, they should be able to work together in groups, and they should always be treated with respect. I believe creating a safe environment is the most important step towards a successful classroom; once students feel comfortable they will have more interest and confidence to learn. Other “observable indicators” that I found important were having multiple forms of assessment, having multiple resources in the classroom, and having multiple strategies for teaching a variety of students. These are just a few from many indicators that I would want to meet as a teacher. After reading this chapter, I am even more aware of how many things teachers must do to be differentiated. I will need to create a checklist to make sure I am meeting are the needs of my students.

Jenn Baum
Chapter 9: Bringing it All Together: Curriculum and Instruction Through the Lens of UbD and DI This chapter wraps up most of the concepts of the book including both Understanding by Design and Differentiated Instruction. When applying both concepts/teaching strategies into the classroom, a teacher will be clear about what the goals and expectations of the unit are, plan authentic learning experiences around the desired goals, embrace learner differences and use pre-assessments and formative assessments to determine differences. As a teacher I will also have to adjust instruction accordingly as well as be flexible in both instruction and assessment. After reading this, it was a little overwhelming to imagine applying all of the strategies mentioned into the classroom, but it was important to remember that it is not possible to include all strategies into every lesson, but rather to remember/recognize them throughout the unit. Seeing the unit about nutrition using UbD was helpful in seeing the application of its theory. I can better see how the backward design is useful in making sure that students achieve the desired goals. I can also see how planning these goals first, then applying differentiated instruction would be beneficial in order to ensure that all students can answer the essential questions and understandings of the unit.

Kelly Steinhagen
This chapter includes so many different approaches to revising a unit plan so that it is effect and reaches the need of all the students. It was very helpful to see a fully designed lesson/unit, and then how it can be adjusted to include differentiated instruction based upon the students in the class. It is also important to keep in mind that backward design leads to a stable yet flexible curriculum, but differentiated instruction is more fluid because it is dependent on the particular needs of the individuals. I personally can see how important it is more me to be very clear from the first day of a unit what the big ideas are, how they will be assessed, and all the parts in between to reach the desired outcomes. In my future classroom, I will have to be flexible and really read into how my students respond to the pre-assessments and how they develop understanding during formative assessments. This will allow me to make the proper adjustments needed.

Linda McLaughlin
//Chapter Nine: Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI// True to its title, this chapter wrapped up the major concepts and ideas of differentiated instruction and understanding by design. I liked this chapter because it showed an example of a full blown lesson plan/unit. This chapter reminded us to keep the students and their learning styles in mind, and showed us the importance of making the students feel comfortable and respected within their environment. Also it’s important to start with the big idea of what you want students to learn, and then plan how to assess their progress, and then how to actually teach that lesson. We must be flexible and be open to changes that need to be made to fit the students. This chapter impacted me because they really brought all the information together and showed me how it works in the classroom. I found a lot of the information to be good resources for when I’m getting ready to teach in the classrooms. This will impact my classroom because I’ll be able to teach more effectively by following the different points and pieces of advice provided in this book.

Brianna Douglass
In Chapter 9 it gives an overview of working with a differentiated backward designed unit. It gives examples, reviews the big ideas, adjustment on assessment and focusing on students in connection to the desired results. One piece of the chapter that I thought could be helpful someday is the part where it lists indicators of UbD/DI in the classroom. It talks about the curriculum, teachers and the learning environment. If I ever have an doubt that I am not obtaining this desire to develop UbD/DI in my own clasrroom I can just observe if I have these factors in each the curriculum, myself and the learning environment. This is sort of like my own checklist in order to self-assess whether or not I am being the best teacher I can be.

Justin Stewart
Chapter nine summed up everything that we have learned in the book so far. Using UbD and DI in our lessons is vital but you have to be aware that not every lesson can use every single strategy. Throughout the lesson, the strategies should be used and implemented wherever applicable. One of the most important things for me to do is be flexible with the way that I instruct and assess. Starting the planning process with the big ideas, then the assessments and the lessons is important to maximizing the effectiveness of my lesson plans. Keeping the students and their learning styles in mind will help to make the class a safer and more encouraging place for students to learn and demonstrate their knowledge.

Erin
Chapter 9: Curriculum and Instruction Through the Lens of UbD and Di basically summed up the main methods described in previous chapters. Working backwards was really emphasized during this chapter, and there was an entire unit example about health. This example really impacted me because it is almost exactly how we are setting up our units. Describing the main ideas into detail all in one chapter really helped me make the connections between the ideas. I will definitely find this helpful when I am a teacher and need to quickly review how to create a successful unit. I also need to remain flexible with my unit and to be aware when my students are not learning from my methods or projects I assign.

Ryan Pelletier
This is a good overview on planning and assessing for a differentiated classroom. Differentiated instruction has to be clear. The students need to know what is expected of them and what they are supposed to get from the lesson. The chapter also reinforces the importance of always focusing on all your student’s learning styles. Notice what you need to change and not change. I found the part on the environment to be interesting. Are my students comfortable? As a health educator I will be covering some subjects that may bother some of the students, and other subjects that might have happened to my students. I need to always be professional, and I always need to pay attention on not offending a student. I believe that health class is very personal if it is taught right, but I do not want to make the topic so bothersome that it impacts my students learning ability or feelings.

Matt Towle
Chapter 9 was all about combining what we have learned about UbD and DI with what we have learned about unit design through backward planning. What I found the most useful was the section that outlined observable indicators in UbD/DI driven classrooms. I think one of the most important things that stuck out to me was that students should be aware of what the big ideas and essential questions are throughout the unit, that way they know what to expect and can see the relevance in all of their assignments. This will impact my classroom because I think it is nearly as important for students to understand unit goals as it is for teachers. This way they can set their own goals and be aware of what they need to have done by the end of the unit.

Lyzz Stevenson
Chapter 9: This chapter is an overview of what we have read about so far on understanding by design and differentiated instruction. Backwards planning was emphasized as well as differentiated learning. Teachers should understand that not every strategy can be used for every lesson. The chapter also went into detail about planning a unit by starting with the big idea and then formulating lessons from that. This will help maximize learning and resources. It is important for me to keep tis in mind when planning a lesson as this seems to be what I am struggling with. Keeping the big picture and overall goal in mind will help make my lessons clearer.

Megan Wallace
This chapter connected all of the things that it had talked about so far. It showed a unit that was designed using the understanding by design model. It than showed how differentiated instruction came after when you knew more about your students and knew the best way to reach them with the multiple intelligences. This chapter reminded me of all of the things I will need to remember as a teacher. I will remember to try and touch on all six facets and all eight intelligences. These things will be half of what helps my students to learn well. The other half is what I myself will bring to the classroom.

Alyssa Wadsworth
This chapter summarizes the previous chapters in the book, but it also gives examples of utilizing Understanding by Design in lesson plans, which indicates that differentiations comes into the lessons when they are actually being introduced to the students. Now that I have really seen UbD in a lesson plan, I feel like I will be more capable of using the examples given when creating my own lesson plans. I think that using this in my classroom will help my students grow as learners and to succeed as students. This also means for my students that they will be able to experience affective use of UbD in my classroom.

Taylor Kemp
This chapter talks about how UBD and DI are used hand in hand in the classroom. To use both can present challenges to a teacher and how they plan lessons, but in the end the result is much better. Better for the student to be taught, and to learn. The chapter went over backwards designing which is a method that really can hep achieve the goal for a unit. This will impact me and my classroom because i plan on using all of these key tools as a teacher. The reason I will be in the classroom is to teach to the best of my ability, and these will help me do that.

Kaitlyn Haase
This chapter was loaded with incredibly useful information. I learned most from the example units planned with backward design because that is currently what we are working on in class. Those examples give me good insight into what a full unit using backward design looks like. I also learned a lot of from the examples of specific adjustments made to differentiate assignments. As a teacher, I know I will have to make these adjustments in my classroom in order to teach my students effectively. The examples helped me realize that the adjustments don’t need to be huge to make an impact on my students’ learning.

Olivia Norris
This chapter discussed understanding by design and differentiated instruction. Everything that we have read so far was reiterated in this chapter. I learned a lot about creating a comfortable environment for my students, and a comfortable environment is something that I personally value. This chapter was important to me because it helped me realize how I can use UbD and DI in my classroom and give my students the best that I can by supporting them and creating an effective curriculum. This is definitely a chapter I will use when I become a teacher.

Darcie Simmons
Chapter nine was about bringing differentiated instruction and understanding by design together. It brought together everything from the previous chapters that we had read, and gave us many useful tips in order to make the two fit together in the classroom setting. The backwards design is very important and key to the whole UbD/DI way of teaching, because it is focused on goals, and it provides flexibility for the teacher to make sure students are learning the way they need. It also provides a place for there to be a lot of summative assessment to happen, where students can check in.