Reflection+-+Integrating+DI+and+UbD

DL719 Reflection: //Integrating Differentiated Instruction and Understanding By Design// Kristin Ashley July 12, 2011

The book, //Integrating Differentiated Instruction and Understanding By Design,// is a tremendous classroom resource. Carol Ann Tomlinson and Jay McTighe craftily show the principles of these instruction methods and how to teach essential knowledge to the individual learners in our classrooms. As professionals, it is critical for us to weave these methods together to fully connect our students with content. Understanding by design and differentiated instruction work together to integrate what we teach with “whom we teach, where we teach, and how we teach” (cover). I have taken classes on differentiation in the past and have truly embraced using a more tiered level of experiences for my students. This was however, the first time I saw this model that showed a more tandem relationship between these two styles of student engagement. This paper will look at some of the things that should be included in lesson planning, as well as, some of the valuable traits to be used in my fifth grade classroom. In examining their beliefs, I would like to integrate their thoughts when they stated, “Making certain each learner has maximum opportunity to benefit from high quality experiences with these essentials” (Tomlinson, 11). As I reflect on this book, I desire to learn more about these “essentials” for all of my students. I truly appreciate and strive for the student-centered approach that this book describes. As an expert teacher, I will, “continually seek a deeper understanding for the essence of a subject, to increasingly grasp its wisdom” and to keep my students as the focal point (Tomlinson, 12). As students enter my classroom they are looking for “affirmation, affection, accomplishment, and autonomy” they also want adults who accept, value and guide them (Tomlinson, 16). The only way for me to truly meet the needs of my students is to show them that I truly care for each one, that I will celebrate their strengths, and that I will provide appropriate and authentic learning experiences. The book describes several key factors of learner success that must be accounted for in our classrooms. In the book, it lists the following as important factors that contribute to student learning:
 * Teacher-student relationship
 * Learning environment
 * Bridge and connect background for learners
 * Allow for academic growth
 * Enlist student motivation
 * Enable efficiency of learning (Tomlinson, 19).

When we engage our students in learning we must be purposeful with how we interact and direct learning. The authors state, “Learning happens within students not to them.. Learning is a process that happens one student at a time” (Tomlinson, 22). As I prepare my lessons and experiences for students I will ask myself the question about whom I am teaching, how will I reach them, and how will I help them find their place in their world. It is fine to we aware of the global environment of education, however, my personal focus still needs to be focused on my own students each day and making the most positive impact that I can. Our purpose according to the book it to, “…communicate to real human beings our belief in the power of knowledge and the potential of the individual to develop power through knowledge” (Tomlinson, 23). One of the major mantras for lesson planning with UbD and DI is to “plan it backwards.” This principle was part of the Curriculum 21 model as well. The authors describe three main stages of learning and planning. The first stage is when the educator identifies the desired results in the end. To do this, a professional will reflect on the following: What should students know and be able to do? The second stage looks at determining the evidence that is acceptable for knowing what has been learned. To do this I think of my PLC and the questioning that we use as a group: What do my students need to know? What do I do if they know it? What do I do if they don’t? These three questions drive our common assessments and coordinating lesson support after the pre-assessment has taken place. Stage three deals with what the teacher will do for the final plans of learning experiences and instruction. Throughout this book, I found many charts and lists that I will make part of my lesson planning process. In conjunction with lesson planning, I found many ideas for assessment that will be useful. It is essential that I use a wide variety of authentic methods to measure my student’s learning. I need to assess and evaluate the goals of procedural knowledge (skills), declarative knowledge (knowledge and understanding), and dispositions (attitudes and habits). As we assess it is essential to remember the six facets of Understanding, which include the following: explain, interpret, apply, perspective, empathy, self-knowledge (Tomlinson, 68). When I reflect of this list, it reminds me of the importance of making sure I am using a variety of authentic ways to assess and understand my student’s progress. A multiple choice test can simply not measure these facets. Another thought about classroom assessment reminds me that it is important to assess my students at three distinct times in the learning process. First, a diagnostic assessment allows me to check for their understanding before instruction. This step truly helps me to provide meaningful and individualized learning opportunities. Throughout the process, it is important to use formative assessment to monitor their understanding. The final step in assessment is the summative assessment that comes at the end of learning. In my special education house, there is sometimes a sliding scale for when the final learning has taken place. One of the components that is listed as being important to follow is to allow for some personal choice. “Assessment becomes responsive when students are given appropriate options for demonstrating knowledge, skills and understanding” (Tomlinson, 73). After their demonstration of learning, it is critical for me to provide feedback within the following guidelines. They recommend that it is timely, specific, understandable, and allows for adjustment. Honestly, I would like to make it more of a priority to provide prompt and individualized feedback in my upcoming school year. Overall, I found many essential recommendations throughout this book. I embrace the ideas of focusing on individualized learning experiences, and look forward to the positive impact that authentic learning will have on my students. I am thankful for the renewed feeling of reaching each student, and sharing the belief that knowledge is power for their lives.

Reference: Tomlinson, C.A., McTigue, J. (2006). //Integrating Differentiated Instruction and Understanding by Design.// Alexandria: ASCD.