Chapter Six: Responsive Teaching with UbD in Academically Diverse Classrooms

Chapter six of Integrating Differentiated Instruction and Understanding by Design discussed how teachers should educate academically diverse students. The chapter also explained four core beliefs about curriculum and diverse student populations: (1) all students should consistently experience curriculum that requires them to make meaning of the information and think at high levels, (2) all students need the opportunity to learn the basics before having the opportunity to apply them in meaningful ways, (3) there is a need for balance between the students construction of meaning and teacher guidance, and (4) all students need to know the learning goals of a unit or lesson for successfully demonstrating proficiency with the goals. There are too many instances in which teachers can get wrapped up in teaching the students the "basics". When a teacher gets caught up in the basic skills, they are never giving the students the opportunity to use the skills in applying them to real world situations. When students are not applying the knowledge of using the skills in the real world, there is an uneven balance. The teacher is guiding the student to the point where the students can never fully construct meaning for themselves. A way to help students avoid this situation is for teachers to educate all of their students on the learning goals of the unit. In differentiating, a teacher can use class elements (time, space, resources, and student groupings) in a flexible way to reach all of their students. This chapter was extremely helpful to me because I can take on the role in the classroom as the direct instructor, facilitator, and coach. If I start using differentiation as my method of teaching, then I will not have to change over down the road. My students will attain a deeper knowledge of the curriculum and use that knowledge to become successful.