DI & UbD ~ Chapter 4 Synthesis

Abstract:

“What really matters in planning for student success?” (p. 38). The answer is a culmination of high caliber curriculum and the right kind of teaching. Chapter four is an excellent resource of ideas and methods for teachers to consider while planning curriculum. For instance we are introduced to the nine attitudes and skills. These key ideas range from establishing clarity about curricular essentials to reflecting on individual progress while still monitoring curricular goals and personal growth. It is important to be conscious not to “dumb down” a lesson for some students or “build up” that same lesson for others. Adequate classroom management, clearly outlined objectives, and a stable routine will only add to the success of the students as well as the teachers. If a teacher follows the skills outlined in chapter four, there should be a great sense of balance in the class and the curriculum presented, and a safe and healthy educational environment provided for everyone. It is ultimately the quality of curriculum and the way in which it is presented that makes or breaks a class. If one of the two is out of balance then the student suffers, and the message is lost.


Reflection:

The attitudes and skills outlined in the chapter were very helpful in grasping a greater understanding of what it means to plan lessons and manage a classroom full of different learners. The scenarios which followed each skill were a great way for us to read about what the actual application would look like in a real classroom setting. There is great care which needs to be taken in planning these lessons- if the plan is too sophisticated, the students will not have the background to handle it, however, if the plan is too juvenile, the students will not learn what is needed. The key is flexibility- cover more when you can and step back when students are having difficulties and troubleshoot with them to get them through it. The tools in this chapter were very useful, for example the use of sticky notes for compiling information on students. The resources at the close of the chapter were of great interest as well, any additions resources we can get as teachers will help us out. It is our job to seek out resources such as these continually, to assure we are giving the student what they need, and so that we do not get too comfortable and sedentary with what appears to be working for us at the time. Any “tricks of the trade” or resources we can learn about will be of great use to us, and will allow us to be better prepared to enter the classrooms in the future and hopefully during our practicum experiences as well.