Chapters 6,7 UbD and 5,6 MI

In these chapters, we discussed how to create strong curriculums by addressing different types of learners, backwards design, and differentiated instruction. The format of using the WHERETO format to construct a unit helps to ensure that backwards design is incorporated into the format.

WHERETO:

W: “How will I help learners know what they will be learning? Why is this worth learning? What evidence will show their learning? How will their performance be evaluated?” To me, this means making sure the students know what is required, stating the understanding, why they are learning it, and how it connects to real life.

H: “How will hook and engage the learners? In what ways will I help them connect desired learning to their experiences and interests?” In my own words, this means making them wonder from the beginning what is happening, getting them curious to learn further, and engaged to ask further questions to improve their understanding.

E: “How will I equip students to master identified standards and succeed with the targeted performances? What learning experiences will help develop and deepen understanding of important ideas? When I think about this, it means to me that we are equipping the students with the vocabulary and vernacular they need to become experts on what they are learning, as well as letting the students explore the big ideas in the content with their peers. They also share common experiences by creating a product as a group.

R: “How will I encourage the learners to rethink previous learning? How will I encourage ongoing revision and refinement?” In my own words, this is basically having the students take the specific and timely feedback and encouraging them to complete revisions and to rethink their previous understanding.

E: “How will I promote students’ self-evaluation and reflection?” For this I believe that it is best to evaluate the students using formative assessments, like self-assessments, peer assessment s and assessments by the teacher. Using two out of the three instead of just one type increases the effectiveness of the assessment.

T: “How will I tailor the learning activities and my teaching to address the different readiness levels, learning profiles, and interests of my students?”  For me, this is being adaptable to the needs of our students, their level of preparedness, the interests of the students, and the multiple intelligences that they possess.  The chapters of Multiple Intelligences that we read talked about how to address different intelligences and strategies of how to adopt our lessons to engage and include every type of learner. The Multiple Intelligences book offers examples of different kinds of activities according to content and type of intelligences, which is helpful if the teacher is having trouble brainstorming.

O: “How will the learning experiences be organized to maximize engaging and effective learning? What sequence will work best for my students and this content?” This means that we are organizing the learning around the six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge.

Teaching for understanding is difficult, but by having a unit that is well constructed using these methods will have an easier time attempting to do this. However, ultimately, the best way to get the students to understand is to get to know them and to work to understand how they learn.