DI/ UbD Chapter 9

Abstract:
Together backward design and differentiation describe a comprehensive way of thinking about curriculum, assessment, and instruction from an understanding of effective teaching and learning. The chapter gave a review if a learning plan in which we begin with introductory essential questions and goals. This shows what is essential for the students to know and understand, as well as the evidence that will be used to prove their knowledge, and lastly, what is necessary for the students to do. By using differentiated instruction, planned assessments can be changed for students with out diverging from goals. As the unit progresses and students develop, teachers will be able to respond to students and tailor plans as needed.

Reflection:
It is hard to think that teachers would knowingly ignore students’ education needs. It is essential for us to teach with flexibility, if only a few students are learning the material and the rest are doing poorly, then we as teachers, need to look back at what we are doing and make changes. It doesn’t do the students any good to continue to teach the way we were. We don’t want to leave anyone behind and we should never give up on students. Differentiation may be time consuming but it is the teacher’s job to reach out to students.