DI/UbD Chapter 6

Abstract:
Chapter 6 was one of the longer chapters that we have read so we felt that for being such a long chapter that very little new useful information was provided. Chapter 6 begins with a discussion of how understanding based curriculum and differentiated instruction are inextricably linked. This is something that has been repeated throughout the book, but mentioned here as an introduction. Next, core beliefs how to alter curriculum for all students are listed and discussed. Chapter six deals with responsive teaching and states that there are four overarching questions that govern a teacher in a differentiated classroom. Despite what many would think the text states that all students should be given the opportunity to process and learn information at a high level of understanding. The text also stresses the importance of not sticking low-level learners with constant “busy” work. Giving them only menial tasks to complete will not help them to understand the concepts or improve as a learner. They go on to say that students must know what is they are learning before they can demonstrate mastery of the subject. The second half of the chapter is dedicated to addressing classroom elements and teaching to patterns. If you know several students may need extra time, build that time into your curriculum; not only will it address the students that need that extra time, but it may end benefiting the rest of the class as well. Several tables are given throughout the chapter to emphasize the elements a teacher has control over and the many ways they can combine those elements.
Self-Relation:
The idea of building in the issues that are likely to occur was a good idea and would save time for both teacher and student. Even though the information is useful the text itself is a tad dry. The tables really help break it up and are great visuals. Something that really stuck out to us was the sports team analogy. First of all, many kids do sports, so they may already have that mindset of needing to know exactly when their work will pay off. Second, most students probably have that mindset regardless of whether or not they play sports. I think teachers need to give students more tests as students go along instead of one huge cumulative test. It gives them more of a chance to do well, and less of a chance to have a bad day that could cost them their grade.