UbDDI+B1+Chapter+9

Abstract (Amanda Martemucci):
Chapter 9 of UBD/DI discusses the backward design model and how to incorporate UBD and DI into it. When UBD and DI are both incorporated into the backwards design, it creates a more complex system of teaching that enables all kinds of students to learn from the unit. The authors of the chapter suggest, incorporating UBD while planning the unit using backwards design, and then begin adding DI after the unit is complete. This involves a lot of changing in the unit but it is essential once the teacher begins to learn what kind of learners he or she has in his or her classroom. As always, the goal of UBD and DI is to enable all [|types of learners] to be given the same opportunity in learning.

Synthesis (Amanda Martemucci):
We all agreed that incorporating UBD and [|DI] into the backwards design will strengthen a teacher's unit. We all understand that changes to our unit will be made once we begin teaching the unit and observe what kinds of learners we have in the classroom. The changes will mainly be towards DI at this point in the unit, and we thought that the chapter gave excellent examples of how to do this. We can use these examples to help us when we are incorporating UBD and DI into our lesson. We realize that this way of building a unit will take a lot of time and difficulty but as teachers we are looking at a goal (student learning), and this method will enable all of our students to learn.

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Amanda Martemucci
UbD/DI-Chapter 9: Chapter 9 focuses on how to bring Understanding by Design and Differentiated instruction together. When using the backwards design, Understanding by Design is the main focus. However, with differentiated included, it creates a more complex system of teaching that enables all kinds of students to learn. A teacher can first build a unit using backwards design and then figure out ways to incorporate differentiation. Tomlinson and McTighe suggest that when incorporating differentiation, the last two stages of the backward design are reversed. I was confused when I first read this idea, but the examples given in the chapter helped me understand. It's important in differentiation to implement a lesson plan that is differentiated before deciding how to assess students (opposite of backward design). This appears to be a lot of work, especially after reading the examples, but I think that following these steps will make applying Understanding by Design and Differentiated instruction easier to implement in the classroom.

Moe
This chapter was all about helping teachers bring UbD and DI together within your unit. It’s a fairly complex process because you will design your unit backwards and then have to incorporate DI once you are done the entire unit. It all works best together if you create the unit through UbD, then figure out the DI portion, and finally decide on what sort of assessment you’d like to do at the end, or along the way. I must admit that it seems to be a lot of work, but once I get doing it and understand it better, the end products (student learning) will best benefit from this model.

Bridget
Chapter 9: Bringing it All Together” Curriculum and Instruction Through the Les on UBD and DI Teachers who use backwards design and differentiated instruction to strengthen their teaching methods generally follow nine “rules.” These “rules” create a framework for teaching and learning with respect, supporting students’ needs, and teaching and accessing in a fair and effective manner. By looking at a unit plain about nutrition aimed at 5th and 6th grade students, the reader can see how a well-constructed unit can and must morph into a unit that addresses different students’ needs. The use of pre-assessment as well as continuing assessment throughout the course of the unit can help the teacher understand what misconceptions or understandings students’ have and how they can be addressed to make sure the students are on-task and learning at an appropriate level. This chapter also suggests a litany of ideas that teachers can use to differentiate their units and lesson plans so that all students can benefit. The chapter really brought to life the idea that even the most well constructed and well thought-out unit will need to change as new information is presented to the teacher. I will need to use the results of assessments to shape my lessons and help me learn how to reach and teach all of my students.

Chelsea
The chapter discussed how “backward design and differentiation describe a comprehensive way of thinking about curriculum, assessment, and instruction, stemming from a shared understanding of what constitutes effective teaching and learning”(144). It is important for teacher to focus on flexibility in their attempt to reach a clear goal. It means that you must be flexible in addressing various learner’s needs. It is important to use differentiation to fit a unit to students needs in order to make the learning successful. The book stresses focusing on the students in relation to the desired results. It is important to modify lessons in order to reach students but also to ensure maximum growth and evidence in learning. It is important for both teachers and students as using backward design and differentiation create more successful and engaging classrooms.

Christina
Chapter nine reviews the application of backwards design in order to meet goals within the classroom. The chapter gives specific examples of a health class that is taught using these methods. This chapter also reiterates the importance of identifying the desired results, using pre-assessment and ongoing assessment, and other aspects of differentiated instruction when making instructional adaptations to ensure student understanding. This chapter will be very helpful to me in my classroom because I will be able to extract the important steps from the examples to ensure I do not overlook one when creating lessons.

Jesika
The better part of this chapter was review. It emphasized backwards design as a optimal tool for the best outcome in a differentiated classroom. One of the points that this chapter made was that, sometimes, lessons need to be altered drastically to suit an individual class. What works with one class might not work with another. The ending pages of the chapter were not cohesive paragraphs but bulleted lists. All of the lists had one major thing in common though; the students must be connected to what they are doing, to the teacher and to each other.

I feel as though using Ubd and DI in my classroom will be a challenge. It is also vital that I meet that change. The best way I can think of to actually implement Ubd and DI is to start off small and adjust gradually.

Kristen
This chapter provides an overview of what UbD and DI are and how they come together. An elaborate example of a demonstrating a backward design lesson plan is provided. The lesson and the teacher may be well prepared but there will always be students who are at different levels than others. DI can be used to tailor the plan to the students needs and understanding. If some students are likely to fall behind or are weak in some areas they will be provided support. If some students are strong in some areas they will be given a little more of a challenge. The key to being able to use both UbD and DI effectively at the same time is to be able to adapt. Not every lesson will fit everyone even though the lesson is perfectly crafted. It will require some tweaking to reach all of your students the way you would like to reach them.

Kevin
Chapter 9 gives an idea of what the final product of a unit using the backwards design model. Having it all laid out like that it was kind of nice to be able to see what our unit will eventually look like. The chapter lays out a scenario and aims to show how differentiated instruction can be applied when implementing the unit. One of the best ideas in the long list of the ways this teacher can differentiate was to have the student who does not sit and listen well video tape when the speaker comes. The idea of giving a quiz orally seems interesting, it makes me wonder how many students do poorly on tests largely because of their reading ability. I appreciated the example of showing a specific lesson adjusted to using differentiated instruction. Often these kinds of books don’t give concrete examples so it can be difficult to see how some of these concepts can actually be implemented.