Chapter+9.++Bringing+it+All+Together.++Curriculum+and+Instruction+through+the+Lens+of+UbD+and+DI

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 * 1. Analyze the original “You Are What You Eat” unit to determine which of the nine essential goals of UbD and DI it exemplifies and which it does not.**

Discussion: The unit appears to carry out 1 to 4, 6,7, and 9 very well. It doesn't exemplify #5. Address learners' affective needs as a means of supporting student success or #8. Employ flexibility in instructional planning and classroom routines to support success for each learner. These two goals would need to be addressed as the actual unit is taught and adjustments made at that time. Gin


 * 2. Now look at suggested modifications for the original unit. Which of the nine essential goals of UbD and DI do the modifications address? What value is added to the unit in an academically diverse class when both the goals of UbD and DI are a part of teacher planning and instruction?**

Discussion: The modification do address #5 and #8 in employing flexibility to meets student differences. The value is in reflecting content based and learner centered teaching.that come together for the success of all students Gin

> **a. As you think about the indicators, which of them seem important to supporting the success of each student in academically diverse school populations?** > > Discussion: They all seem equally important and work together in my opinion. Lori
 * 3. Chapter 9 presents some observable indicators of classrooms in which teachers proficiently use the principles of both models**

There is too many important ones to type in, so here is just a taste. The learning environment needs to be a safe place where students feel respected. There should be high expectations and incentives for everyone to learn the big ideas and answer the essential questions. The curriculum should be designed to allow many ways to gather info and explore ideas. There should be multiple forms of assessments with ways for students to demonstrate their understanding. The teacher uses a variety of instructional strategies and interacts with students to promote deeper understanding. The learners should be able to describe the goals and performance requirements. They can explain what they are doing and why. Students contribute to the effectivness of the classroom. Amy

> **b. Which seem of minimal importance in such settings? Note any of the indicators that would be difficult to achieve without a strong and enduring emphasis on understanding-based curriculum and/or attention to learner needs.** > > Discussion:

> **c. Note also any of the indicators that seem to you to be just a part of rather than** //something separate from// **desirable teaching practice.** > > Discussion:

> **d. Based on these indicators: In which areas is your teaching strongest? In which areas would you like to improve?** > > Discussion: I work hard at creating an environment where each student feels safe and valued in my classroom. I would like to improve on informing the students of the big ideas and essential questions at the beginning of the unit so we all can keep focused on them throughout the unit. Gin

I feel that I am strongest in the learning environment. I strive for a classroom where everyone is treated with respect and there is a family atmosphere. I work hard to really get to know each of my students personally. I think the area in which I am weakest is in curriculum. I have SO much to learn, and am really just beginning, which is kind of scary! Lori

I also feel that the learning environment is my strongest area. It is important to me to have a safe and respectful classroom. I like to use small and whole groups where students are working collaboratively. I am the weakest in the curriculum area. I don't inform students of the big idea or essential questions. I don't always take the time to allow exploration of ideas. I tend to only use one form of assessment. I really need a lot of guidance in this area! Amy

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