Chapter 9, DI/UbD

Abstract/Summary:

This was a chapter for the authors to "Bring it all together." This is where the authors took all of the differentiation and all the things we've learned about the backwards learning model and made a comprehensive list of steps we should take when using that model. First, we must identify the desired learning results, then we can determine acceptable evidence of the students' learning of those desired learning results. Next, we need to plan learning experiences and instruction, then regard learning differences. After that, we need to address learners affective needs as a means of supporting students success, then Review the learning goals. Once these have been completed we need to use systematic pre-assessments and ongoing assessments. We must then employ flexibility and gather evidence of learning. The authors then gave a sample unit to show how all of these strategies were employed. To end the chapter the authors talked about indicators in a classroom that imply the use of UbD and DI.

Reflection:

This was a very interesting chapter because it gave a full format of how to teach according to UbD/DI. The example was good because, even though we don't have the same concentration, we can use it as a model for our own work. We can relate piece by piece which is a great way of getting information. Just like in yesterday's class, we saw some one's first lesson come alive and then were able to form our own. Relationships are a great way to teach difficult material. This was an overall good informative chapter.