Before reading this chapter it was unclear to me what Understanding by Design was, and how it is used in a classroom. This chapter went even further and showed me how Understanding by Design and Differentiated Instruction should interact in a classroom. It is my understanding now that Understanding by Design is how you teach curriculum, whereas Differentiated Instruction is more focused on who you are teaching. I really enjoyed all the ideas in this chapter, and I can now see why these two models have to be used together. One particular quote really stood out to me, it said, “Few teachers find their work effective or satisfying when they simply ‘serve up’ a curriculum-even an elegant one-to their students with no regard for their varied learning needs.” I know that we have all had those teachers who really did nothing but hand out worksheets and assignments, and now I look back at those teachers and wonder how they could feel satisfied with their work. Overall, I felt this quote was super powerful because I feel that as future teachers we should all be striving to be effective and satisfying. Understanding by Design and Differentiated Instruction will effect my classroom because I will need to plan lessons, but also be flexible in how I deliver said lesson, based on who my students are. I will also need to be prepared to try different methods and be able to make corrections or changes as needed. Planning and having to make sure that each student is getting what they need from me to learn seems very overwhelming in writing. I’m hoping that when enacting it, it will become much more natural.
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