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understanding must be earned
uncover don't cover
ask open ended questions about reasoning
Ess. Q's lead to understanding
continue to pose Ess Q's throughout lesson to grasp progress
less is more
edit questions to be more understanding not easier to answer
learning is socially mediated
practice of basic skills intertwined with more complex tasks leads to more meaningful learning
consider the perspective of the student
communicate goals and help students see connections/relevance
"before you try to teach them, you've got to get their attention"
being able to understand requires active intellectual engagement on their part
"if its worth understanding, its worth rethinking. if its worth doing, its worth reflecting upon"
without the ability to self-eval, self-regulate, and reflect, students may become incapable of thoughtfully/flexibly transferring their learning
consider sequence of the learning experiences->be unique

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- fundamentals serve a larger purpose

- students need to know learning goals/objectives of the unit/lesson and the criteria for success (these cannot be a mystery)

- instruction is both planned and improvisational --> thinking on your feet based on the "melody" of the class

-example of teacher being a direct instructor, facilitator and coach

- be attentive to student patterns: "What barriers to learning and what springboards to learning are predictable in my class?"

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"Uncover" content, do not simply cover it (i.e., need to go into depth to make meaning)

Use essential questions to stimulate exploring larger ideas, thinking about reasons for content

Frame content as answers to essential questions (engagement and connections)

Bloom's taxonomy is not linear

WHERETO framework used to frame planning (provides questions to consider when designing lessons)

WHERETO incorporates both student and teacher perspectives (e.g., what should student be learning, how will students be hooked, how will students self-evaluate, is teacher making students aware of how they will need to show mastery, are learners revising and refining, why is the material worth learning, etc.)

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-thinking of content as uncovering versus covering. Uncover and dive into something, don't let students or yourself off the hook with linguistic escapes.
-keep a few essential questions not just as reflections for units, but as a core question to help get at the content that can be pulled out at any time during any unit. Ex: whose story is it?
-the latter notion isnt necessarily right, trying and failing can be a very powerful tool. Particularly if paired with reflection part way through the process.
-always ask WHERETO? easy acronym for any lesson plan.

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- understanding must be earned

- how do effective writers hook and hold their readers? --> how and why specific skills are beneficial and when they are applied

- the most powerful "big ideas" of content areas reside below the surface of basic facts and skills  --> uncovering this engages students in making meaning of content

- open-ended nature of essential questions invites ALL learners to think and respond

-the learner should always be at the heart of the teaching-learning process

-teach all students for understanding

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-being flexible with time to negotiate pace and due dates with students versus always focusing on maximizing efficiency of every step
-always keeping in mind categories of students based on background, prior knowledge, academic struggles, and manipulating those to keep interest as well as rigor up
-being flexible with the physical space of the classroom, not just for desk groupings but (probably for younger students) creating a quiet area to work or take a second to decompress.
Differentiation is simply knowing your students and taking a little extra time to try and care about their personal learning

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Clustering approach to address student social needs and key patterns

Categories of student need and instructional strategies for addressing them (readiness, interest, learning profile)

High-level thinking required for all students

Balance between student construction of meaning and teacher guidance

Opportunities to learn the basics essential but also needs opportunities to apply the basics meaningfully

Ensure students know both learning goals and criteria for proficiency (i.e., provide rubrics and examples of successful past student work)

Orderly environment enables learning

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-Comparison of content to iceberg: relates to the depth a student has as far as content-based understanding - surface level vs. underlying knowledge
-"If the content we study represents the answers, then what were the questions?"
-Open-ended questions as "launching pad" for further discussion and exploring large, abstract ideas
-Skill- and process-oriented subjects like language arts and math (and music): "metacognitive awareness of how and why  specific skills are beneficial and when they are best applied" ----> the ability to have a 'cheat code book' of skills/processes at your disposal and, rather than spending the time to learn the skill, being able to simply apply it when needed.
-"Learning is socially mediated" ---> "we construct meaning and deepen our understanding when we discuss ideas with others, hear different points of view, and collaboratively "uncover" content".

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Responsive Teaching with UbD

- Being flexible with your resources in order to respond to formative feedback is essential. The idea of multiple 'go-to' desk set-ups was really appealing to me. It offers the ability to quickly transition into different atmospheres (group settings, direct instruction, circle up for discussion).
- Scaffolding helps far more than just one student. Handicap access example.
- There is a need for meeting with students in a small group setting. This targeted practice can redirect common misconceptions and bridge the gap for some of our lower achieving students.
- Lower achieving students should not get caught in the self-fulfilling circle of sideline activities in order to 'master' key facts. They should be able to engage in meaningful applications. This will not only reinforce the key facts the sideline activities seek to reinforce, but it also gives our students something more engaging to interact with.

Teaching for Understanding

- Teaching for understanding in math cultivates an awareness of how and why specific skills are necessary. This provides the scaffold to develop understanding in process-oriented subjects like math.
- In math, essential  questions are hammered throughout units in order to provide the motivation for high level deductions. These essential questions also serve as guiding questions to lead students to key, high level observations.
- The 'ladder' is flawed. It is not necessary to know all of the rules of grammar before a toddler begins to speak.  Learning need not be linear. We can reinforce many of the lower level taxonomy verbs (identify) while working higher on the spectrum (analyze, create, apply).

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-"All students should be first and foremost "players in the real game", and they should always see the immediate connection between a sideline drill and the game".
-"Understandings must be constructed by the individual" --->
Making time for student self-reflection and assessment, both from themselves and from peers
-"Work with the big ideas and essential skills of the topic" through authentic tasks, scaffolding in difficulty and with teacher-guided instruction "to ensure clarity of understanding"
-Comparison of a teacher to a jazz musician - ability to combine planning and improvisation
-Differentiation does not need to be always on a student-to-student basis, but involves having "reasoned and reasonable approaches" to have when needed

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more opportunities to apply basic knowledge is key(soccer example w practice)
have good obj's and present them to the class(whiteboard)
give students a heads up about what kinds of assessments will be given(pop quizzes)
show students examples of proficient work
what students know/understand/can do-> don't know/don't understand/cannot do
find multiple ways to reach the goals
learning problems inhibit student success
learning patterns not learning problems
give students options
it is ok to give multiple types of assignments for one assignment(DI)
"teachers who established 'orderly and enabling' learning environments were most likely to teach for meaning and understanding"
be flexible in order to increase ability to address varied needs
it is ok to replace bad/old habits with new ones-> it will be hard at first

# data[].attributes.headline
Responsive Teaching with UbD in Academically Diverse Classroom

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Responsive Teaching with UbD in Academically Diverse Classroom

# data[].attributes.headline
Teaching for Understanding in Academically Diverse Classrooms 

# data[].attributes.subject
Teaching for Understanding in Academically Diverse Classrooms 