Chapter nine of UbD/DI covered, as best it could, methods that should be used to connect UbD and DI in the classroom to the curriculum. In this chapter most of what it was explaining, or giving helpful, useful advice on, was modeled in a nutrition unit. There was a lot of really great information in this chapter that the model helped show. However helpful this example was, it was the big ideas that surrounded this example that I took away from it. Many of them have been mentioned before, but seeing it modeled brought out a whole new significance.
When discussing how to differentiate the activity of making a brochure, I seemed to catch on to a few really important details. First of all, the original idea was a starting point; it wasn’t wrong because it wasn’t differentiated, it just needed improvement. I think that will be helpful for any teacher who is struggling with differentiated lessons. Secondly, I really enjoyed how the differentiated model was split into four levels, and that the lowest level was the original activity because it was still a well thought out lesson. The four levels in this specific example followed the same task, but included chances for the students to use new vocabulary, a different audience, different technology, and was easily still connected to their lives in at least minimal ways. I think these are very important things to think of when differentiating any lesson, so the model was very useful in that regard.
I also found some really helpful ideas under the observable indicators section of the chapter. Some of those included that teachers should be interacting with their students, not just lecturing, and the idea that when teachers give feedback it needs to be meaningful. All of these are things that I would use in my classroom.
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