Abstract:
A global issue for educators is the problem of too much content and not enough time. This chapter addresses this issue with the idea of backward design in curriculum development. Recent changes have been made towards state and national standards in an attempt to address the “information overload” problem, however in some subject areas the standards may have made the issue worse. Research performed by Marzano/Kendall (1998) found that to give appropriate time (30 minutes) to every content standard would require another 9 years of school to cover them all. The adaptable ‘big ideas’ and essential questions provide a focusing lens to help address specific content standards.
‘The most effective people in various fields are goal oriented and plan with the goal in mind (Seven Habits of Highly Successful People)’. The backward planning design takes this idea and runs with it. Starting with identifying desired results (stage 1) we focus on what we want students to know, understand, and be able to do using essential questions as guides. Next, we determine acceptable evidence (stage 2) or assessments to indicate level of absorption of the new information. Lastly, we plan the learning experiences and instruction (stage 3) keeping the above goals and focus in mind. By using this model, we help to avoid two common mistakes of teaching for participation (but lacking in substance) or teaching for coverage (but lacking in understanding).
To help curriculum designers get into the swing of the backward design model the creators (McTighe & Wiggins) created the planning template that breaks down all the stages into very focusable mayhem to help keep the end goals in mind.
By having the planning template we are not only able to create effective content covering lesson plans, but also add multiple levels to aid in differentiation. Allowing multiple avenues of assessment and benchmarks to show content understanding allows students who have limitations in one area, use another avenue to show they comprehend the topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found that this chapter added a great deal of depth to what the backward planning model is and why it is so useful in creating effective curriculum. When I first heard about the backward planning model, I thought that it was a lot of unnecessary work thrust upon new teachers in an attempt to swing away from the one intelligence idea of presenting. By having so many facets in each lesson and unit, it ensures that a teacher is varied in their presentation of the content.
After reading this chapter, I no longer think that it is unnecessary or long winded, rather it is a strong and adaptable tool to help teachers to not fall into old habits that hurt not only the content but the students understanding as well. It is still difficult to imagine the amount of work required to complete just one unit using this model, but I think like any other task, that it becomes more commonplace and easier with practice.
Showing posts with label UBD. Show all posts
Showing posts with label UBD. Show all posts
Wednesday, October 10, 2007
Thursday, October 4, 2007
Ch 2 - What Really Matters In Teaching? (The Students)
Abstract:
The primary concern of the effective teacher is adjusting curriculum to fit the learner. “What we want students to know, to understand, and be able to do?” is the question the teacher must ask themselves constantly. How can we adapt the subject matter to ensure that each learner grasps the main ideas or is challenged appropriately? We as people are as varied and unique as our fingerprints, and just as extensive in detail. In some respects most students are similar, many are looking to define themselves and their lives; they are trying to find their identity, their purpose, and their place in the universe.
Responsive teaching is the ability to augment understanding of the subject matter and how it is perceived while adapting methods to maximize comprehension. When adapting the classroom environment it is important to attend to the teacher-student relationships, the learning environment, student’s backgrounds, student readiness, student interest, and student learning profiles. By recognizing the various aspects of the learning environment that have an impact on how well the content can be absorbed, the teacher will be able to maximize the potential for learning.
“Differentiation does not advocate individualization” is a vital distinction to note here. To help prevent individualization from occurring; the teacher can try a variety of tools, which include but are not limited to: allow working alone or with peers, using clear rubrics that coach for quality, and incorporate small-group teaching into daily or weekly teaching.
The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter emphasized the learner and the wide variety of influences there are on the students learning environment. As a current student I found it refreshing to know I am not alone in the feeling that sometimes a class does not fit me at all and even though the subject is not too hard for me, I have difficulty learning in the environment. As a future educator I believe it is important to never forget that we are all students of the world first and foremost. I truly believe the final paraphrased statement of the abstract:
“The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.”
The value of an adaptable curriculum is priceless. The teacher has so much stress and mountains of duties already that sometimes adapting a curriculum constantly may be very daunting. However, if you make various tools available as well as the varied levels when creating the curriculum the likelihood that the teacher will be able to adapt is much higher.
The primary concern of the effective teacher is adjusting curriculum to fit the learner. “What we want students to know, to understand, and be able to do?” is the question the teacher must ask themselves constantly. How can we adapt the subject matter to ensure that each learner grasps the main ideas or is challenged appropriately? We as people are as varied and unique as our fingerprints, and just as extensive in detail. In some respects most students are similar, many are looking to define themselves and their lives; they are trying to find their identity, their purpose, and their place in the universe.
Responsive teaching is the ability to augment understanding of the subject matter and how it is perceived while adapting methods to maximize comprehension. When adapting the classroom environment it is important to attend to the teacher-student relationships, the learning environment, student’s backgrounds, student readiness, student interest, and student learning profiles. By recognizing the various aspects of the learning environment that have an impact on how well the content can be absorbed, the teacher will be able to maximize the potential for learning.
“Differentiation does not advocate individualization” is a vital distinction to note here. To help prevent individualization from occurring; the teacher can try a variety of tools, which include but are not limited to: allow working alone or with peers, using clear rubrics that coach for quality, and incorporate small-group teaching into daily or weekly teaching.
The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter emphasized the learner and the wide variety of influences there are on the students learning environment. As a current student I found it refreshing to know I am not alone in the feeling that sometimes a class does not fit me at all and even though the subject is not too hard for me, I have difficulty learning in the environment. As a future educator I believe it is important to never forget that we are all students of the world first and foremost. I truly believe the final paraphrased statement of the abstract:
“The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.”
The value of an adaptable curriculum is priceless. The teacher has so much stress and mountains of duties already that sometimes adapting a curriculum constantly may be very daunting. However, if you make various tools available as well as the varied levels when creating the curriculum the likelihood that the teacher will be able to adapt is much higher.
Ch 1 - UBD and DI: An Essential Partnership
Abstract:
There are multiple important aspects to being an educator. It is much more than knowing how to teach or knowing the content area. The best curriculum in the universe would not matter if the teacher does not know how to teach a varied classroom. Students are varied even if they all have an identical skill level; each student is a unique individual and learns in slightly different ways. The same idea applies to the opposite; the best teacher in the world will not make any headway if they don’t have an effective curriculum. These two ideas go hand in hand to make the classroom successful for the students.
The first idea is to strengthen student understanding of the units main ideas. Students are multifaceted in their learning processes and levels of absorption of the topic; they require a plethora of tools within their reach to assist those who need it.
The second idea is to apply the unit’s ideas to a familiar context. By making this connection the student is more able to make the “real world” connection to help cement understanding.
The Third idea states that all learners grasp the unit’s essential knowledge. Students who struggle are given the tools and methods of instruction to best assist them in clarity, while more advanced students are given different levels of challenge to strengthen their comprehension of the discipline as a whole.
The fourth idea is to regularly assess the pace and levels of understanding of the content. By doing regular testing, the teacher can acknowledge any gaps in understanding before it is too late to adapt the unit to fill in the gap.
The fifth idea identifies the six facets of understanding used in the backward design model of curriculum to aid the teacher in preparing lesson plans or units that will have the greatest impact on the students’ level of comprehension.
The sixth idea reinforces the value of the team approach to curriculum design and review by educators of similar content areas. By reviewing curriculum on a regular basis with colleagues as well as specialists in the learning process, teachers are able to adapt and evolve their units to fit each new class.
The seventh and final idea reiterates that Differentiated Instruction and Understanding by Design are tools to assist the teacher in creating the best learning environment possible for each class and topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found this chapter of Integrating Differentiated Instruction and Understanding by Design to be very easy to read. It truly connected the ideas of the how and why seamlessly; as well as putting each main idea in the context of a classroom to help the reader picture how the ideas may be implemented.
I felt that the chapter made several excellent points on making sure that each unit is varied to fit the multiple levels of learning in each classroom. It went on to talk about how each idea is a tool by which each teacher will be able to reach their full potential impact on the education of their students. By being flexible and adaptable we are able to “go with the flow” and change as events, situations, and the world warrants.
There are multiple important aspects to being an educator. It is much more than knowing how to teach or knowing the content area. The best curriculum in the universe would not matter if the teacher does not know how to teach a varied classroom. Students are varied even if they all have an identical skill level; each student is a unique individual and learns in slightly different ways. The same idea applies to the opposite; the best teacher in the world will not make any headway if they don’t have an effective curriculum. These two ideas go hand in hand to make the classroom successful for the students.
The first idea is to strengthen student understanding of the units main ideas. Students are multifaceted in their learning processes and levels of absorption of the topic; they require a plethora of tools within their reach to assist those who need it.
The second idea is to apply the unit’s ideas to a familiar context. By making this connection the student is more able to make the “real world” connection to help cement understanding.
The Third idea states that all learners grasp the unit’s essential knowledge. Students who struggle are given the tools and methods of instruction to best assist them in clarity, while more advanced students are given different levels of challenge to strengthen their comprehension of the discipline as a whole.
The fourth idea is to regularly assess the pace and levels of understanding of the content. By doing regular testing, the teacher can acknowledge any gaps in understanding before it is too late to adapt the unit to fill in the gap.
The fifth idea identifies the six facets of understanding used in the backward design model of curriculum to aid the teacher in preparing lesson plans or units that will have the greatest impact on the students’ level of comprehension.
The sixth idea reinforces the value of the team approach to curriculum design and review by educators of similar content areas. By reviewing curriculum on a regular basis with colleagues as well as specialists in the learning process, teachers are able to adapt and evolve their units to fit each new class.
The seventh and final idea reiterates that Differentiated Instruction and Understanding by Design are tools to assist the teacher in creating the best learning environment possible for each class and topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found this chapter of Integrating Differentiated Instruction and Understanding by Design to be very easy to read. It truly connected the ideas of the how and why seamlessly; as well as putting each main idea in the context of a classroom to help the reader picture how the ideas may be implemented.
I felt that the chapter made several excellent points on making sure that each unit is varied to fit the multiple levels of learning in each classroom. It went on to talk about how each idea is a tool by which each teacher will be able to reach their full potential impact on the education of their students. By being flexible and adaptable we are able to “go with the flow” and change as events, situations, and the world warrants.
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