Integrating Chapter 8:

Chapter 8: In this chapter grading accurately in a differentiated classroom is discussed. Students should be graded on their own achievements and learning and not to be compared with the rest of the class. The book mentions that students should e graded on achievement of goals, progression of goals and work habits. By grading progressively, a student can see their actual progress and know that they are learning the material correctly and in a timely fashion. I think this is important to let students know how they are doing as they work towards their final product so they are fully prepared and are not surprised. The book also advises teachers to stay away from grading averages and curves as this is not an accurate representation of how and what students have learned.

Integrating: Chapter 9

Chapter 9: This chapter is an overview of what we have read about so far on understanding by design and differentiated instruction. Backwards planning was emphasized as well as differentiated learning. Teachers should understand that not every strategy can be used for every lesson. The chapter also went into detail about planning a unit by starting with the big idea and then formulating lessons from that. This will help maximize learning and resources. It is important for me to keep tis in mind when planning a lesson as this seems to be what I am struggling with. Keeping the big picture and overall goal in mind will help make my lessons clearer.

Integrating: Chapter 7

Chapter 7: In this chapter there were three main concepts were discussed. The first topic was about asking essential questions. Asking these questions at the beginning of a lesson will spark students’ interest in the topic. The next main idea is using the six facets (explain, interpret, apply, perspective, empathy and self-knowledge) to create individualized lessons. The last concept was the WHERETO model. Incorporating all of these into your classroom and lessons helps “uncover” content. By using these in my classroom I will be able to keep the content in mind and clear to students and actively engage them in their learning.

Integrating: Chapter 6

Chapter 6: Responsive teaching is key to creating a differentiated learning environment. As a teacher you must be flexible in your lesson plans to allow room for other activities or slightly altered activities. This flexibility allows for your students to be fully engaged throughout the lesson/ unit. This flexibility can mean a multitude of things; extended due dates, providing resources for students and background activities for those students who finish faster. This is crucial as a teacher to be flexible in the classroom as it will help you in classroom management. Allowing students to move around and do different activities will also help cover different learning styles.

Integrating Chapter 5

Chapter 5: Effective assessments are key to becoming a good teacher. Assessing student work will not only tell you that you are teaching the needed content but the you are doing it in a way that students learn, remember and fits their learning style. In the chapter some specific examples were given of ways to assess students along with good assessment tips (snapshot of learning, give feedback often inauthentic and authentic work, etc.). This is important so you can mark students learning, give specific feedback so students know that they are doing well, or what they need to improve on. This will hopefully encourage students to become better self-evaluators as well.

Integrating Chapter 3:

Chapter 3: The content of what you teach is very important. Standards have been set in each subject area to make sure that teachers are staying on track with their curriculum. Sometimes it can be difficult to meet all these standards and have your students know the material in depth. A good way to plan your curriculum so that your students can learn successfully and meet the criteria of the standards is to plan backwards. Start by identifying the desired results, then determine acceptable evidence and finally plan learning experiences and instruction. This will definitely affect my teaching and my classroom as the standards are mandatory to cover. But by using the backwards planning it will hopefully be easier.

Integrating: Chapter 4

Chapter 4: The success and growth of your students is what really matters as a teacher. If your students are learning the material but are not growing as a learner then you need to be cautious of the teaching style. The environment for student success is key. You need to have a clear curriculum that covers all different learning styles. Building success and respect and awareness are all ways in which one can create a learning environment. For me observing each student shows that you are engaged and care about their education, as well as allows you some insight to a students learning style and intelligence. I think this is most definitely something that I am going to do in my classroom. This way I will be able to cater to students learning styles and interests.

Integrating: Chapter 2

Chapter 2: Responsible teaching I feel is one of the most important things that an educator should strive for. Giving the most to your students and trying your hardest to have every one succeed. That could mean spending more time with one or altering the rubric a little so that it is conducive to a student’s needs and learning style. By doing this it not only shows students that their teacher cares about their success but they will also understand concepts better and maximizes learning potential.

Integrating: Chapter 1

Chapter 1: Understanding by Design and Differentiated Instruction go hand and hand when constructing a curriculum that works. There are four major elements that teachers need to be thinking about when planning their classroom; who, what, where and how. The ‘who’ is pretty self explanatory, but it is the ‘where,’ ‘what’ and ‘how’ that educators need to focus on. By using UbD and DI, teachers can train themselves into a certain way of thinking that will allow students to deepen their understanding of a concept. The chapter discussed a couple of different axioms (fundamental principles) and corollaries (ways this will support students learning).