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Ethan Guthrie Herrell
Understanding by Design: Chapter 10

The focus of this chapter is making sure there is follow through with integrating Differentiated Instruction with Understanding by Design (which I have become increasingly convinced are philosophies that overlap more often than not). The chapter thus lays out several strategies to achieve this:


 * 1) Do bits and pieces, rather than all at once. As one wise man once said, “Try to spin three plates on a stick and people think you’re a genius. Try to do three at once and you end up with porcelain in your face.” Trying a massive overhaul all at once could cause a chain reaction whereby the whole scheme collapses
 * 2) Don’t do it alone. Another way to jeopardize the success of any innovation is to try to not only build Rome in a day, but to try to build it alone. Work with department chairs and those at your grade level and subject to collectively organize the changes. With other teachers involve, one can get their views on how the same group of students are responding.
 * 3) Finally, assess if the students are demonstrating what you believe they should toward the end of the unit. Were stated and internal expectations in sync? By constantly applying self-criticism that is constructive and inspires one to action, ones teaching will constantly improve.