chapter 3 absract and reflection

This chapter introduces to us the backwards planning model and the three steps that are associated with this model. This model was designed to teach the "big ideas" within any given content area, so that we as teachers don't overload the students with boring information that they will forget in a few days down the road. Throughout the chapter it is stressed that improving student learning in a content area is better then flying through the material so that it can all be put on one big giant standardized test. The model shows us how to make a lesson/unit plan by going backwards and starting with the established goal. From there a teacher can make a clear plan that anyone could follow!

Now after having used the backward design model, so far all of us love it. We now know what teachers have to go through every time they want to create a class lesson plan. We like the fact that so far it is pretty easy to do based on the fact that we develop the goal first and then proceed from there. We believe that it may be more work for the teacher, but it will help the students out more in the end that is what the teacher is there for. They are there for the students and even though it makes more work for the teacher it ends up being better in the end. We strongly feel that this makes the teacher better and that allows for the students to learn more and feel comfortable about the stuff that they have been taught. We think that it should also be mandatory for all teachers to have to create a lesson plan using the backward design plan and that all of the schools in Maine should be made to do this. We agree with out teacher Dr. Grace when she says that it only makes us better when it comes time to teach! She will find a way for all of us to become successful in planning lesson plans and units based off of the backward design model!

Chapter 2 Reflection

We believe this chapter was very insightful, and it was a good reminder of how important teaching diversity is. It is easy to forget its importance while growing up in the state of Maine, where the majority of the people are the same. Responsive teaching is essential to becoming a great teacher, and even though we may have to leave our comfort zone, it is what we need to do so that our students may reach their full potential. We realize that we will have to put in the extra work to better understand all of our students individually, so we can design class plans to fit their needs. No matter how good the curriculum may be, it is useless if students are not able to apply it to the real world.

By: Tyler

Chapter Four Reflection

The part of the chapter we all really related to was when they spoke about falling short of implementing responsiveness in the classroom. The book stated that most teachers are aware that they need to have responsive teaching and differentiated instruction but they don’t exactly know how to include this in their classroom. “We don’t really know how to get from point A, where many of us practice now, to Point B, where many of us would like our practice to.” I think we would all like to incorporate all of these valuable lessons we’ve been reading about, but how exactly do we do this? One can posses the knowledge of how to do something, but actually have the skills and being able to perform and practice this in your classroom takes much expertise. Another connection that the majority of the group had was about accepting responsibility for learner success. We feel that if educators take responsibility for their students grades and learning, they are more likely to accept and recognize if the course needs a change in the curriculum or methods used.

posted by Katie.

Chapter 4 Abstract

Chapter four of DI and UBD mainly talks about the essential attitudes and skills of differentiated instruction. If we have a powerful curriculum and instruction there are greater possibilities for classrooms and their learners. A key point in this chapter was that no matter how far advanced or behind the learner is, there should be common based goals that belong to everyone, and instruction can differentiate from there. As long as they grasp the same big idea, it shouldn’t matter how they got to that point. Chapter four then goes on to describe different scenarios on methods teachers can do. It tells us that we have to be responsible and understanding to student diversity, and able to connect the two.

posted by Katie.

chapter 1 abstract and reflection

Chapter one dealt with the models differentiated instruction and understanding by design and how when they are joined they make an effective classroom model. The chapter also brought the fact that when teaching in a classroom you need to be able to teach and adapt to individuals according to their needs. When teaching students you have to take into consideration each students background such as race, culture, language and you have be able to meet their academic needs. If you are unable to do so then you are in trouble!

This chapter is liked for the fact that DI and UbD can be linked together and form a perfect curriculum. In order to be able to teach other people means that you need to be able to evaluate yourself and keep track of your progression. If you keep track of your progression you show that you care and that you are willing to change if need be and you know where to change. The best teachers can adapt to any given situation with the snap of a finger. If a teacher is unable to address individual needs of students in a classroom then there are a few students that will get the short end of the stick whether it be too much or too little! Our group believes that the elements in each part of both of the models are simple which makes it easier to see that when both models are combined create an effective classroom. We also like some of the pieces in Axiom 6 that talk about the importance of technology and colleagues and how they can work together to bring out the fullest potential in each student. We all plan to incorporate technology in the class so we all like this axiom. Lastly, in order to be an effective teacher we believe that you have to be willing to evaluate yourself and fix your weaknesses so that your students can learn even more than they already have! Overall my group likes this chapter and the content within!

Chapter Two Summary

Chapter two of Differentiated Instruction and Understanding by Design discusses the importance of what matters in teaching and what we want our students to understand. The goal of this chapter was to explore ways that different learners shape how we teach. It did this by giving actual scenarios that proved some of the best laid plans of teachers often go astray because of outside factors in their students lives. Each student faces a different problem; it is up to us as educators to use responsive teaching. Responsive teaching is the method of making modifications in a classroom that helps all the students get access to important ideas and skills that they are able to understand and demonstrate. To help the students reach their full potential, it is imperative that we as educators become responsive and offer the students more ways to explore and express their learning by using their personal needs.
By: Tyler