DI/UbD
Chapter 8
Abstract:
Chapter 8 discusses the difficulty teachers face when it comes to grading in a differentiated classroom. It states that if we choose to look at grades as a means of providing clear and helpful feedback to important audiences such as parents and students to further the learning process, then we are following the inherent beliefs and methods of backwards design.
Grades should reflect personal ability based on standards; they should not be based on a student's placement in comparison to the rest of the class. Grading should focus on achievement and report evidence of learning and the evidence should be a valid indicator of the student’s understanding of the learning goal. Emphasis should be placed on what students learn as opposed to when they learn it. The author goes on to discuss what should and shouldn’t be factored into the final grade: pre-assessment clearly should not be, and formative assessments should only be included now and then because their primary purpose is to provide feedback and direction.
Reflection:
We agree that students should be aware of the standards because it may help them with direction, and their grades reflect student understanding of those standards; grades should use assessments, but assessments do not, and should not, always be graded. There must always be an alternative for assessing student's learning; students learn differently, and we must remember not to grade a student relative to the rest.
We disagreed amongst ourselves on the topic of whether or not “other factors” such as effort, participation, attendance, behavior, etc., should be counted. I say that ALL OF THOSE FACTORS come into play in student achievement, especially when some of them may or may not affect the learning of peers. Meanwhile, Carrie says that there are certain things she certainly wouldn't include because those things wouldn't matter in the grand scheme of her unit, and that the grades she gives her students should reflect what she wanted them to gain from the unit.
Showing posts with label DI/UbD. Show all posts
Showing posts with label DI/UbD. Show all posts
Tuesday, November 13, 2007
Tuesday, October 2, 2007
DI/UbD -Chapter 9 synthesis
DI/UbD -Chapter 9
Reflection:
Chapter nine begins by reviewing the key elements of integrating differentiated design in the classroom and lesson plans. The authors point out that there is happy medium when differentiating: teachers need to differentiate and tailor to the needs of certain students, but not to the extent that the class as a whole does not succeed. The authors also share several observable indicators that can aid in the detection of differentiation. Chapter nine also gives an example of a nutrition unit that uses the backward design, and how it is differentiated by the instructor.
Reflection:
We found the chapter useful for determining what is important in specific content areas; it also did a great job of referring back to the previous chapters and connecting them all. The unit model helped clear things up; the sample unit and the chapter will serve as great references later on.
Reflection:
Chapter nine begins by reviewing the key elements of integrating differentiated design in the classroom and lesson plans. The authors point out that there is happy medium when differentiating: teachers need to differentiate and tailor to the needs of certain students, but not to the extent that the class as a whole does not succeed. The authors also share several observable indicators that can aid in the detection of differentiation. Chapter nine also gives an example of a nutrition unit that uses the backward design, and how it is differentiated by the instructor.
Reflection:
We found the chapter useful for determining what is important in specific content areas; it also did a great job of referring back to the previous chapters and connecting them all. The unit model helped clear things up; the sample unit and the chapter will serve as great references later on.
DI/UBD Chapter 10
Abstract:
Chapter ten summarizes what the other chapters talked about. It emphasizes the importance of applying what we learned. The chapter also gives ways for teachers to spread knowledge we have acquired from DI/UBD. It gives a description of ways for teachers to evaluate differentiated classrooms both in an individual classroom and at the school and district level.
Reflection:
We felt this was a good finish to the book. It connected the parts we picked up throughout the other chapters. This book will be a good refrence for the future when we are teaching in the classroom.
Chapter ten summarizes what the other chapters talked about. It emphasizes the importance of applying what we learned. The chapter also gives ways for teachers to spread knowledge we have acquired from DI/UBD. It gives a description of ways for teachers to evaluate differentiated classrooms both in an individual classroom and at the school and district level.
Reflection:
We felt this was a good finish to the book. It connected the parts we picked up throughout the other chapters. This book will be a good refrence for the future when we are teaching in the classroom.
Monday, October 1, 2007
DI/ UbD Ch. 6 Synthesis
Reflection on
Name: Group 2 Date: 10/02/07
Book Title: DI/UbD Chapter: Six
Abstract:
This chapter is about instructional decision making in the classroom with a focus on how to incorporate differentiation into teaching methods. Flexible use of classroom elements such as time frames, resources, teaching and learning strategies are emphasized as ways to keep advanced students involved and students with more needs the support them require. The authors note that making the students aware of the goals/desired outcomes of and standards in a unit is a great first step to facilitating learning. Informing them of the performance task they will be expected to complete as well as rubrics by which they will be assessed will allow them to know what to expect. Regular reflection is also key.
Reflection:
As a group, we appreciated this chapter for its advice on how to use backwards design to assist student learning and justify giving them the requirements at the beginning of the unit. We also thought that the idea of “clustering” is an effective way to reach the most students without wasting a lot of time trying to address every specific MI. It allows teachers to group students according to what is appropriate for any given lesson, and then to address the groups rather than the individuals. Abbie also pointed out that the sports analogy was helpful and made it easier for her to connect to the reading.
Sunday, September 30, 2007
DI/UbD Chapter 7
Team 2 9/30/07
DI/UbD Chapter 7
Abstract:
Chapter seven discusses how teachers can "uncover" content, not just "cover" it. It explains three instructional methods educators can use, being the essential questions from Stage 1, the six facets of understanding, and the WHERETO elements.
What will they be learning?
Hook and engage the learners
Equip the students to master the skills
Rethink their previous learning
Evaluation (self) and reflection
Tailor lessons to different needs
Organize to maximize learning
Reflection:
As a team, we agreed that the WHERETO section was most helpful in assisting us to understand to build a framework for lesson planning. It also helped that the authors again tied in the essential questions and the six facets of understanding.
DI/UbD Chapter 7
Abstract:
Chapter seven discusses how teachers can "uncover" content, not just "cover" it. It explains three instructional methods educators can use, being the essential questions from Stage 1, the six facets of understanding, and the WHERETO elements.
What will they be learning?
Hook and engage the learners
Equip the students to master the skills
Rethink their previous learning
Evaluation (self) and reflection
Tailor lessons to different needs
Organize to maximize learning
Reflection:
As a team, we agreed that the WHERETO section was most helpful in assisting us to understand to build a framework for lesson planning. It also helped that the authors again tied in the essential questions and the six facets of understanding.
Monday, September 24, 2007
DI/UbD Chapter Five
Abstract:
Chapter five discusses the different ways a teacher can assess the evidence of a student learning material. A main principle discussed is a “photo album” assessment versus a “snapshot” assessment, meaning a variety of assessments over time versus a one time assessment that only provides one look at a student’s learning. Three types of educational knowledge are listed: declarative knowledge, procedural knowledge, and dispositions. The author brings the six facets of understanding into this chapter as well; they are useful in helping a teacher assess evidence of learning.
Reflection:
Everybody in our team agreed that a photo album assessment is not only more effective at assessing learning, but it makes much more sense than a snapshot test that can only evaluate a student in one way. The three types of educational knowledge are also very important; when a teacher is assessing a student, they must apply the same knowledge to the assessment as the student was taught the material, otherwise the assessment is not authentic.
Chapter five discusses the different ways a teacher can assess the evidence of a student learning material. A main principle discussed is a “photo album” assessment versus a “snapshot” assessment, meaning a variety of assessments over time versus a one time assessment that only provides one look at a student’s learning. Three types of educational knowledge are listed: declarative knowledge, procedural knowledge, and dispositions. The author brings the six facets of understanding into this chapter as well; they are useful in helping a teacher assess evidence of learning.
Reflection:
Everybody in our team agreed that a photo album assessment is not only more effective at assessing learning, but it makes much more sense than a snapshot test that can only evaluate a student in one way. The three types of educational knowledge are also very important; when a teacher is assessing a student, they must apply the same knowledge to the assessment as the student was taught the material, otherwise the assessment is not authentic.
Wednesday, September 19, 2007
Integrating DifferentiatedInstruction-Chapter 4
Integrating Differentiated Instruction
Chapter 4
Abstract:
This chapter emphasizes the need to focus on the students learning from the curriculum, not just the design of the curriculum; a strong and effective curriculum is one that focuses on students' understanding and the ability knowledge, not the "retention of data." The authors provide detailed explanations of nine essential attitudes of successful differentiating instruction: the establishment of clear essentials, acceptance of responsibility for students' learning process, development of respect, awareness of strengths and weaknesses of each student, development of classroom management techniques aimed at success, development of student involvement in his/her own educational progress, ability to be flexible with classroom routines so as to bend to the students' needs and a continual growth of individual progress and teaching techniques.
The authors continue to expound on these nine points and provide examples for each in a classroom scenario. It soon becomes clear that a differentiated curriculum and classroom setting provides opportunities for all learners and is crucial for the success of those students.
Reflection
The concept of differentiation became clear with this chapter; the nine essential attitudes/skills allowed us to actually picture how a differentiated classroom would be run while keeping with the curriculum. The scenarios were helpful because they put the nine points into a real-life context.
Awareness is the first step; now that we've been given the knowledge of how to run a differentiated classroom, the next step is to implement that knowledge. Many teachers have the desire to attend to each student's needs to help him/her grow as a student, but research shows that few can/do act on it; we hope that now that we're armed with the knowledge of how to differentiate, we can be successful when implementing that knowledge.
Chapter 4
Abstract:
This chapter emphasizes the need to focus on the students learning from the curriculum, not just the design of the curriculum; a strong and effective curriculum is one that focuses on students' understanding and the ability knowledge, not the "retention of data." The authors provide detailed explanations of nine essential attitudes of successful differentiating instruction: the establishment of clear essentials, acceptance of responsibility for students' learning process, development of respect, awareness of strengths and weaknesses of each student, development of classroom management techniques aimed at success, development of student involvement in his/her own educational progress, ability to be flexible with classroom routines so as to bend to the students' needs and a continual growth of individual progress and teaching techniques.
The authors continue to expound on these nine points and provide examples for each in a classroom scenario. It soon becomes clear that a differentiated curriculum and classroom setting provides opportunities for all learners and is crucial for the success of those students.
Reflection
The concept of differentiation became clear with this chapter; the nine essential attitudes/skills allowed us to actually picture how a differentiated classroom would be run while keeping with the curriculum. The scenarios were helpful because they put the nine points into a real-life context.
Awareness is the first step; now that we've been given the knowledge of how to run a differentiated classroom, the next step is to implement that knowledge. Many teachers have the desire to attend to each student's needs to help him/her grow as a student, but research shows that few can/do act on it; we hope that now that we're armed with the knowledge of how to differentiate, we can be successful when implementing that knowledge.
DI and UbD Chapter 3
Name: Team 2 Date: September 19, 2007
Book Title: DI and UbD Chapter: 3
Our group collectively summarized this chapter as an explanation of backwards planning. In response to the massive amounts of material teachers are faced with within their concentrations, this method of designing a unit helps break down what truly needs to be taught and learned. By following the three stages of this model (determine desired goals, figure out how to measure learning, and create appropriate lesson plans) a teacher can now think about only the material that is universally important within that specific unit. This chapter also speaks of differentiation and how it can be combined with backwards design to reach kids of all kinds and get them all to understand the same essential questions, no matter the path they take to get there.
Reflection:
Abbie pointed out the relationship between the wording of the essential understandings and the form of assessment given to test that knowledge. Most of us felt that the backwards planning method is important and logical. It seems that each of us would tend to think this way naturally, but now that we have the terminology and understanding of it, it has become that much more pertinent to our futures.
Monday, September 17, 2007
DI/UBD Chpt 1
Book Title: DI/UBD Chapter: One
There are two areas we covered in our readings. Understanding by design and Differentiated Instruction goes over who, what, where, and how we teach. It is important to cover both models because one helps the other. Chapter one also covers seven axioms to help give instruction to a variety of students. These axioms are guidelines of sorts to help us think about our teaching style. Such things to think about include embracing technology, giving students a chance to explore and apply, review your curriculum, and giving students’ authentic context to apply their knowledge.
Each member of our group has had our own experiences with planned lessons. There are some teachers who have well planned lessons but do not apply them well. there are also some teachers who have been able to work well with planning and working with students. All of us are interested in learning more about these ideas so we may apply them in the classroom.
Thursday, September 13, 2007
Reflection on Reading (Synthesized)
Name: Team 2 (Carrie, Abbie, Matt, Andrew, and Laura) Date: 9/13/07
Book Title: Integrating DI and UbD Chapter: Two
Abstract:
This chapter focuses on a teacher’s ability to be flexible and differentiate according to the needs of his or her students. It points out that even the most beautifully constructed curriculum and the best planned lessons will be ineffective if they are not carried out by means of differentiated instruction. Through several real life examples, the chapter points out that a students performance in the classroom can be affected by all kinds of outside factors, whether it be a divorce, an undiagnosed learning disorder, or being of an untraditional intelligence that gets ignored by most teachers. It stresses a teacher’s need to be prepared to accommodate all kinds of students and their unique needs in order to allow them each an equal chance at learning the key points of the curriculum. The main things a teacher must “attend to” are student/teacher relationships, the classroom environment, understanding the students’ strengths, needs and backgrounds, and the students’ readiness to learn, interests, and motivation. The chapter does however end with a note that balancing all of these tasks at all times is impossible for any teacher to do, so the best approach is to attempt to find patterns of instructions within a unit that will hopefully cycle through most, if not all, of the learning styles present in the classroom.
Reflection:
Our team found this chapter to be very interesting and helpful in explaining the different techniques in accommodating student’s individual needs. The real life examples were well received and seen as an effective way to create meaning in how we would use these methods in our own classrooms. As a group, we appreciated the value of creating patterns throughout a unit in order to ease the challenge of reaching every student while still actively attempting to do so. Finally, we mostly valued the idea of teaching responsively and in the moment rather than tailoring our lives around a meaningless set of unreachable standards and tests. We all feel that we will make every attempt to set up a classroom where our students can feel comfortable in their own styles and intelligences and get the most out of our lessons.
Posted by Carrie
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