UbD/DI Chapter 3

In this chapter the book really begins to explain the foundations of the two models and how to use them in the classroom.

            This chapter explained how there are too many standards and too much content in today’s educational system for teachers to cover everything they need to without giving the students the depth they need. Combining the two models in a backward design really helps solve this. I really like how it begins with looking at the standards. That seems to be where a teacher is expected to start, and honestly, it makes more sense to. Working with standards to create big ideas allows you to interpret the information, slightly, to fit your needs and the needs of your classroom. However, the standards need to be covered in full in order to clearly meet the expectations.

            In the second stage I found it helpful to think of assessment, even though it might be difficult at times. If you know how you’re going to assess the students beforehand, it creates a more specified area of information that you need to cover, and can start to give ideas for what will actually become the unit.

            The third stage is obviously the more creative part because you are more able to be flexible with its content. This is really where differentiation really comes into play. I personally like how, because of the backward design, you can come up with unique lessons, but are still reaching the necessary standards. It makes it more sensible in planning lessons knowing exactly what you are aiming to teach. I appreciated how the book pointed out that the backward design also prevents teachers from being stuck in their comfort zone because it allows creativity in appropriate areas.