Chapter 4: DI/UbD

Chapter four of DI/UbD , “What Really Matters in Planning for Students Success,” discusses the importance of having an effective curriculum in a differentiated classroom. The better the curriculum, the more opportunities for student learning and involvement. Try to shy away from covering a lot of material without going into depth. It is better to break down the curriculum into the main ideas, and then teach the main ideas in great depth. A good curriculum must be clear and compelling. When making a curriculum, a teacher must remember that he or she is teaching humans, and that instruction is equally as important as curriculum. A teacher must take responsibility for learner success, developing communities of respect, building awareness of what works for each student, developing classroom management routines, helping students become effective partners in their own success, developing flexible classroom teaching routines, expanding a repertoire of instructional strategies, and reflecting on individual progress with an eye toward curricular goals and person growth. Chapter four looks at affective differentiation in the classroom, which is one being able to teach content in a way that works for every learner. In order to do this, teachers should be able to clearly establish the essentials of the curriculum, accept responsibility of the success of learners, and have a community of respect. A teacher must be flexible and work with each students to ensure steady growth in the classroom.

Students in block two liked the concrete information in this chapter about why it is important to teach to all learners. The book showed some great scenarios, as good examples of how to demonstrate the ideas the book is talking about. This chapter laid out some very valuable principals that students in block 2 can take forward with them. After reading this chapter, students in block 2 got a sense that it is the responsibility of the teacher to ensure student success. After reading this chapter, the class noted that this chapter really shows that school is about learning, not about grades, and that each student needs to be reached individually. Some found this chapter to be a bit overwhelming, and found it easy to get caught up in the details. However, most students agree that teaching for understanding is a good thing to keep in mind and plan by. The class feels that it is the teacher’s responsibility to make each sure that each student feels equal and important in the classroom. Calling on each student consistently is one way to help keep every student involved. Some students are wondering if DI is realistic in the classroom. Some students are confused if DI will be too difficult during an 80 minute or 40 minute period. Block 2 notes, however, that there are strategies teachers can use in the classroom, which better enables every student to learn.