UbDDI+B1+Chapter+3

Abstract:** Chapter three is about standards and the backwards design model. This chapter discusses how the standards can be [|broken down] into big ideas and essential questions, which are then used by the backwards design model. The backwards design model is comprised of three stages: identify desired results, determine acceptable evidence, and plan learning experiences and instruction. With this model, the teacher is able to teach [|with the goals in mind] so that the students reach the goals (which are the standards). We all agreed that the standards can be either too broad or too narrow, which then inhibits our freedom as teachers. As with standards, textbooks are also numerous and broad as well. We had agreed that many textbooks cover so many topics that the goals are left unreached. However, by using the backwards design models, we can focus our time on differentiated instruction and ensuring our students reach the goals we set forth. toc
 * Christina
 * Synthesis:**

Amanda Martemucci
Chapter 3 discusses the common challenge in teachers trying to meet the content standards for their schools. Standards can be too broad and sometimes too precise for a teacher to understand how to work that standard into the classroom. Carol Tomlinson and Jay McTighe, the authors of UbD/DI, suggest that teachers should form “big ideas” from the standards and then frame them around “essential questions” when teaching and learning (p. 26). Using a backward method of planning (consisting of three stages) can be helpful when trying to target content standards. One of my worries about being a teacher is trying to meet the content standards. This chapter has given me a model of how I can approach this fear in my teaching. Not only does it help with meeting the content standards but the chapter clearly proposes that it can include differentiated instruction, which I believe is important when trying to target multiple learning abilities.

Kristen
There are so many benchmarks for students to reach and there are so many textbooks that cover too many of these topics that students are left confused. At the end of the day, or the lesson, teachers are left with a few good results. Teachers need to figure out how to plan an effective lesson that reaches the goals they wish to reach and teaches their students what they need to know. It is suggested that a teacher plan the lesson backward. There are three stages included in the backward model: Identifying desired results, Determining acceptable evidence and finally Planning learning experiences and instruction. All the while the educator must keep the goals of assessment in mind. The teacher achieves success when "learners can //explain, interpret, apply, shift perspective, display empathy and reflectively self-assess."// (p. 34)

Moe
Something that I picked up on in this chapter was the angst toward state and national requirements that create a content overload for teachers and students. I feel like the only way to avoid suffering from overload is to not use textbooks, but then I’m left with the problem of teaching without a support text, or guideline text. That could create some sticky situations. I liked reading about the steps after we went over them in class. I think that it makes sense to work backward because then you know exactly what you want your students to accomplish and can develop a lesson or unit around what you expect them to accomplish.

Bridget
The problem with standards is that they can be too specific, too broad, and too numerous. A good approach to standards is to think of them as “big ideas” (27) and essential questions instead of a confining statement to be met. A good way to assure that standards are met, addressed, and taught to is backward design. There are three stages to backward design: the first is determining the end results, the second is determining that student work will prove they have met the end results and the third is the plans and activities that will teach students how to do the work. By using backwards design teachers avoid simply teaching everything in the curriculum without a goal in mind and planning activities or work that do not help students to truly learn the material. When I teach, backwards design will be essential in my creation of units to assure that I am meeting required standards but also teaching students how to prove they know the information.

Christina
The third chapter of //Integrating Differentiated Instruction and Understanding by Design// begins by talking of the backward planning model. This model is used to create lesson plans that are goal orientated and meant to meet state standards. It is separated into three stages, identify desired results, determine acceptable evidence, and plan learning experiences and instruction. The text then examines the process and relates it to differentiated instruction. By combining UbD and DI, I will be able to incorporate the essential knowledge required and still be able to differentiate the instruction as needed, as long as the same criteria are met by all students.

Chelsea
This chapter discusses how teachers need to constantly adjust for their students, without sacrificing the goals of the curriculum. The book states that the curriculum should create a solid basis for students to build from; teachers should differentiate their teaching for students needs, but without sacrificing what the students should learn. The book says that it is important for the students to understand their similarities and their differences in order for all students to feel included and comfortable in the classroom. Students should also become self directed and learn to acknowledge when they are bored but also when they are struggling and address these issues. Teachers should constantly observe their students to figure out what approaches allow students to be most successful. In order for students to be successful it is both the job of the teacher and the student.

Jesika
I was shocked to learn that it would take approximately nine more years of education to teach/learn all of the content that is required. I also learned that it is best to think backwards in terms of how to teach effectively. Think of the endgame first. This chapter made me realize that teachers had it harder than I thought when I was in school. This will impact my classroom because I will have to decide how to best choose what to teach, when and for how long.

Kevin
This chapter focuses on an issue which I have been thinking about a lot. Based on my experiences with standards and the kind of things a teacher is forced to teach, this takes a lot of freedom away from the teacher. As a result I've never been sure how compatible the stuff we have been learning so far will be with the real thing. This book claims to have found a solution but I feel like I'll really have to see it work in Maine before I can believe it. I'm not sure how well I understand the backwards design model. I like the three big essential questions, that seems like a way to make sure what you're doing has real purpose and will help to give direction.