Understanding by Design

Chapter 8

2007-03-27T17:18:00.000-07:00

Abstract:
This chapter basically gave an overview of how to accurately grade and report the progress of students in a way that encourages learning and benifits learners. The chapter presented 6 principles for effective grading:
1.) Grades and reporst should be based on goals and performance standards.
2.) Evidence for grades whould be valid.
3.) Grading should be based on established criteria.
4.) Not everything should be graded.
5.) Avoid grading based on averages.
6.) Focus on achievement and pay attention to other factors seperately.
The chapter also talked about differentiated learning and motivation. The way we grade can help students remain motivated in school. Also, grades do not truly reflect student's performance, at least without considereing other factors of their learning.

Personal Reflection:
We all felt that this chapter was really important. Grading has so many complex factors and this chapter spelled them out clearly and simply. The chapter didn't give away the answers, but instead, gave many ideas about how to grade and evaluate students. We were fascinated and intregued by the idea that the way you grade can motivate students. Personally, I hadn't thought of it like that. I just thought grades were grades. You did work and earned them and that's all you could do about it. As a class, we had all discussed the difference between awarding a 50 versus a 0, but this chapter really gave us many more points of view and ideas about how we want to set up our grading system.

Chapter 10

2007-03-15T17:06:00.000-07:00

Abstract:

Use the backward design to effectively plan course curriculum. Consider desired results; deeper understanding of big ideas, greater interest and engagement in school, higher quality work, improved achievement. Big ideas need to be led by essential questions. Consider data, it informs our goals and guides our actions toward worthy results.
Teachers need to think like assessors; worthy evidence of learning. Be sure to keep clear goals. Give all new strategies three tries. It takes time to establish a routine to where it feels comfortable. Schools and teachers can implement and further spread the DI/UBD information through many avenues: Study group to discuss the book, discuss the video, attend conference on DI/UBD, sponsor workshop, explore essential questions, send a scout, identify a cadre, etc. Progress stems from the informed and persistent efforts of educators.

Reflect:

This chapter was an overview of the DI/UBD book. It was a nice summary of all the key points this book presents. We all noted that it was very repetitive. Strategies are consistent throughout the book, always offering ideas on how to engage learners, and even teachers.
Brian made a good point by stating that the book warns about the comfort zone. Brian feels that being comfortable is perfect, you know exactly what’s going on, and just because it’s new doesn’t mean its better. Teachers teaching in older styles are really reaching their students, because it just works.

Chapter 9

2007-02-17T09:29:00.000-08:00

Abstract
This chapter basically brought together a lot of the concepts that have been previously introduced. It sort of summed up everything that has been taught so far and really illustrated the concept of backwards design and WHERETO. By using these strategies we are ensuring that we are truly serving all students and being effective teachers. Using the backward design leads to clarity in all stages of the unit. Clarity makes sure everyone can receive a good education. By using assessments (pre, during and post) we can adjust our lessons to fit students needs, capitalize on their strengths and build upon their weaknesses. By applying all the principals this book introduces we can provide differentiated learning to ensure that all requirements and standards are learned without making them the focus of the curriculum and classroom atmosphere. This chapter is, a sense, the culminating point of all we've been reading, and is truly the "big picture".

Personal Reflection
We all had mixed reactions to this chapter. In one way, we wish we knew what this "big picture" was before we began reading. It's sort of like we wanted to know what we were working towards. On the other hand, this book has followed a lot of the principles of backwards design. Everything has come together and makes sense now. The chapter was repetitive in many ways, but the repetition has helped to make it all "click". We also liked the list and the fact that this chapter challenges one to look at their teaching and see if it is truly effective. We can't remain in our comfort zones and we need to remember this through our path of teaching because when educators become "stuck" their students lie in the same rut.

Chapter 7

2007-02-14T13:42:00.000-08:00

Abstract

This chapter was about teaching for understanding. Students and teachers need to work together to reach a point of understanding. Understanding is not memorization. It is important to stress "big ideas". Teachers cannot "skim" content. They need to focus on helping students uncover the content to ensure more success. Students don't learn as if climbing a ladder. They cannot make step-to-step connections "in order". Because of this, the chapter also focused on the WHERETO concept. This concept allows us teachers to communicate goals clearly and ensure that students are truly learning in a way that works. This also makes sure that the lessons are tailored to all of the different MIs in the classroom.

Personal Reflections

We really liked the concept of "hooking". It's always enjoyable when a teacher can hook the interest of students and hold that interest throughout the lesson. We also thought that careful planning is very important for effective teaching. We also really liked the WHERETO method and feel it is a very efficient way of teaching to ensure success in the classroom and equal opportunities for all students.

chapter 6

2007-02-11T22:39:00.000-08:00

One of the most important things for a teacher to focus on is an engaging curriculum. Students need an engaging curriculum to be able to focus, especially struggling students who need a little extra help. Now, something important is to stress learning the fundamentals, and then going back and making connections so students can actually see how things fit together to work. While the teacher can teach all they want, the student has to make the connections themselves. Again, this book talks about how a good teacher can reach students on multiple levels, as well as reach different students with different intelligences. Students need to know the goals of the class and the essential questions that they will be answering, they need something to look forward too, to give them extra incentive to put things together. We agreed that students really need to be able to see the final product, to be able to look at what the final product will be, to see rubrics, and instructions on how to get there. clustering is good, by teaching one students ina specific way, other students around might make sense of everything as well.
reflections:
For the most part our reflections went along the same path. It is good to give students goals and to give them assessments to keep them on with the game. Of course we STILL all see the point of reachign kids on different levels and different intelligences. It was a good point the book brought up that we can never make the connections for the students. So our job is to facilitate that connection. And if the student doesn't make the connection, the teacher should take some of the blame as well as the student. While we know that plans will change and we need to be flexible, we all agreed that our flexibility can only go so far, clustering is good to get students hearing the same answers ina variety of ways.

Chapter 5

2007-01-30T10:38:00.000-08:00

Write a Brief Abstract of the Chapter.

Big idea: Considering Evidence of learning diverse classrooms

Use multiple forms of assessment and do not rely on solely one large test to prove students knowledge of the content. Be responsible about assessment and assess students based on educational goals not time, external pressure, etc. Assess often and pay attention to the results and take notice when a student is making improvements or slacking. Use GRASPS to determine a unit and derive content that should be taught in the classroom. Planning steps of a unit will have a greater success rate than flying blind.

How did you connect to the reading and briefly reflect on your thoughts?

Some of the concepts in this chapter are extremely important; however the problem arises when too much emphasis is placed on assessing students rather than teaching them. We are there to further the students learning not use them to make the school more money. More emphasis should be placed on self assessment rather than state assessment because when students take stock in their own education they are more likely to succeed. Student’s grades should be a reflection of how they did in school not a reflection of who they are. There are many stereotypes that pertain to grades; good grades are the nerdy kids while bad grades are the bad or less smart kids. These stereotypes are not only ridiculous they are down right wrong. A grade is a grade, not a biography.

DI/UbD - Chapter Four

2007-01-30T05:12:00.000-08:00

Reflection on Reading

Name: Mike Beauregard, Danielle L. Fraser, Katharine Gergosian, Brian K. York

Book Title: DI/UbD Chapter: Four

Write a brief abstract of the chapter.

Clarity about what really matters in the disciplines enables us to teach for understanding. Understanding will allow the student to relate and comment on subjects, which would show the teacher the student reached a level of mastery. It is important for the teacher to pay attention to curriculum quality and instruction. If these lack, or are unbalanced, the classroom will not be as effective. It is important that classes are set up for diverse student populations. Knowing how a student learns is important to the curriculum planning.
Teachers need to set goals that are clear and unambiguous. The student will then be able to grasp concepts easier without the confusion. It will be important however to adjust teaching as needed. Knowing the student’s readiness for a subject is crucial for the curriculum planning. Assessing what students know before the subject is taught is a good way to judge the knowledge of the subject beforehand. This way the teacher can appropriately discuss what content is needed.
It is important for a teacher to take responsibility of the learn process to their students. If a student is not learning, it is important for a teacher to stay engaged and continue working toward results. Educators need to assume a lot of responsibility for learner’s success.
Students need to feel safe and challenged in the classroom; relaxed not matter what race, personal background, or other separating factor they might have. It is important to connect with students so the teacher can find what drives that student. It is important to observe, create opportunities, seek to understand, and gain insight to a students learning style. Students will also benefit from responsibility teachers give them in the classroom. Students will then feel trusted, individuality, and feel like a responsible adult. This will help motivate learning.
Having strategies and tools as a teacher is important. Strategies get students engaged in learning and are more likely to connect to students. It is also very important to be flexible.

How did you connect to the reading and briefly reflect on your thoughts?

Connections were made through the use of tools and strategies noted throughout this chapter. Reflection and research of this chapter will help guide our team. We will note the strategies used, especially the use of the notebook to gain insight to the student’s personal life.
Teachers who reflect on individual progress with an eye toward goals and personal growth make substantial progress with students because the student will recognize the attention and respect the teacher. Overall consensus was that this chapter was full of very important information, tools, and useful strategies that we all intend to use or implement in our classrooms.

Chapter 3

2007-01-27T12:11:00.000-08:00

Abstract

This chapter was about content. The chapter stated that educators all struggle with content for three reasons:

There is a lack of time to cover all of the content.
The standards are too big and overwhelming.
The standards are too small and limit the possibilities for learning.

Educators also face hurdles when dealing with textbooks. Because textbook publishing companies make attempts to comply with the standards set for today's schools, they stretch themselves thin. Textbook companies know that each state has different standards, so many of the text books are problematic in the sense that they cover a lot of a content area, but do not go in depth. This defies on of the primary needs for content which is a need for well-roundedness.

Another focal point of this chapter was the idea of teaching the "big concepts" and lightly touching upon the smaller details. This way, students can effectively learn the content and are able to apply it and meed the standards set by their state. The chapter explained the process of backwards planning and stressed it's ability to be a successful method for educators to use when planning their curriculum.

Personal Connections and Thoughts

We all agreed that this chapter highlighted yet another essential aspect of teaching, which is content. We felt that in our experiences, good teachers and equally good content were often hard to find. We liked the fact that the book stressed the importance of looking beyon the table of contents to create a syllabis. Another thing that our group paid special attention to was the working backwards method. We all seemed to be intregued with it and thought it was a good idea. We recognized that it would take some time to learn but it we were also thankful that we didn't have to re-learn a new way of teahcing like so many educators are facing today. In conclusion we recognized, after reading this chapter, that good teachers, good content and good teaching are all different things, and we want to be prepared to be sucessful in all areas.

Chapter 2

2007-01-27T11:23:00.000-08:00

Abstract

This chapter focused on the learner and the ways that their individuality effects learning in the classroom. The chapter pointed out that each student is unique and that they come from different backgrounds. These differences are fundamental and can prove to play and influential role and the student’s ability to learn. Educators need to be aware of this when they teach and be ready to be flexible to work with these differences to ensure that their student’s needs are being met.
This chapter also stressed the importance of connecting with students and being clear with them. It’s important not to brand a student as “good” or “bad” and very important to take their learning style and persona circumstances into account. Being aware of student’s individual interests, concerns, and previous knowledge of the subject can make a huge difference in the effectiveness of the classroom.
Students are searching for themselves, not just individual subject matter, and educators need to be sensitive to that. These things are what makes a successful educator, educational environment, and more importantly, successful students. They are, after all, the reason why we teach.

Personal Connections and Thoughts

We all seemed to agree that this chapter was a very important one that laid a strong foundation for people in the education field. We agreed with the book that students are the number one priority in the classroom. Students should be be responsible for their learning, but teachers play a huge role in this process. We all reached the same consensus that everyone is different in their learning styles and personal backgrounds, and educators need to be aware of this. They also need to be aware of the fact that students are seeking themselves during adolescence and need to be encouraged and supported in this process. By putting the student first and ensuring that they know they are respected and regarded as important, students are much more likely to thrive.

Chapter One Synthesis

2007-01-24T13:17:00.000-08:00

Abstract
-Knowing the learning needs of students will keep teachers interested in the teaching and learning processes
-consists of four elements that need equal effort in order for teachers to be effective in classroom
- focuses on the cirriculum design model
-the job of an educator is to assist students in learning however they learn. using combonations of the two systems will lead to a classroom that meets the needs of all students.
-systems are most affective when they are used together.
-Educators work with the most current knowledge and they put their students first and addapt to their needs.

Group Reactions

This chapter spent a lot of time on standardized and accountability testing, this makes sense in a way because that is what the education system has become focused on also. We as a group believe that too much weight it put on these tests and they are too high stake for what they cover. In many of these tests students won't be able to pass the grade if they don't pass the standardized test. It's been proven that many students don't test well for one reason or another, whither it be a learning disability or if they just get too nervous. So how accurate is a test that is so high stake that it gets the students so nervous they can't even hold a pencil straight? and sense when did grades not become a good enough measure of how a child is preforming in schools? These are the questions we hope to answer. We also liked the UbD system as well as the DI because they teach what students need to know on the tests without focusing on only the test materials. We also liked how the book stressed that both systems are only affective when they are used together.