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Tyler Oren
Chapter 4 of //Integrating Differential Instruction and Understanding by Design// focuses of designing a class where all students can succeed. Tomlinson and McTighe detail nine attitudes and skills that signal a teacher who teaches for success, they are: clarity about curricular essential, accept responsibility for learner success, develop communities of respect, build awareness of what works for each student, develop classroom management routines that contribute to success, help students become effective partners in their own success, develop flexible classroom reaching routines, expand a repertoire of instructional strategies, and they reflect on individual progress with an eye towards curricular goals and personal growth. The authors strongly suggest getting to know each student in order to better understand what motivates them and who to teach to their unique learning style most effectively. Tomlinson and McTighe suggest building a classroom of differential instruction and ensure that it is maintained through, multiple perspectives, equal student participation, constructive interaction, help students reflect on the quality of their work, and respond to student ideas an concerns. To help make sure students continue to succeed the authors recommend pre-assessment data collection to help the instructor design a lesson around current strengths, and use on-going assessment to ensure continued success and growth for every student. Set personal goals for each student and constantly reflect on individual achievement and growth to adjust instruction.

Johnny Buys
Chapter 4: What Really Matters in Planning for Student Success?  According to Tomlinson and McTige learning has two priorities, “to organize and use ideas and skills to address problems… [and to] better understand ourselves, our lives, and our world” (38). They postulate that when curriculum is centered on these motivations “the greater the possibilities for the classroom, the teacher, and the students” (38). Tomlinson and McTighe establish nine attitudes and skills teachers need to help all students. It is vital that teachers “establish clarity about curricular essentials” (40). Teachers need to recognize that when the content is focused and desired outcomes are evident they “will nearly always ‘belong’ to everyone” (41). Variety dominates the classroom, but understanding the purpose needs to be unifying toward the outcome. The authors state, “We are better teachers when we accept responsibility for the success of each student” (44). This involves creating a positive environment, understanding student interest and diversity, and creating “support” systems to meet the challenges that this responsibility entails. Almost a subsection to the previous skill, but justifiably as important is “developing communities of respect” (45). Using the differences of students effectively in the classroom and creating an environment where these differences are appreciated is essential to preventing “resentment and suspicion of differences” from creating the classroom dynamic (45). This can partially be enacted by classroom management routines that involve students are participants and as part of team to create ownership in the class (48). These shared senses of ownership can also students’ participation in their own success (49). Through their understanding of their strengths and weaknesses and effectiveness of activity and instruction, they become the best source for the teacher to create effective curriculum. “Building awareness of what works for each student” is the necessary research to effectively practice Differentiated Instruction in the classroom (47). Once teachers recognize why Differentiated Instruction is so beneficial, they can also recognize the importance of “expanding repertoire of instructional strategies” and “developing flexible classroom routines” (51-52). Without flexibility and building a database of different activities and assessments Differentiated Instruction is stifled. Finally, all this combines to essential use individuals who comprehend the content’s desire for instructional as well as personal growth to be the categorizing factor of all learning and understanding.

Brittany Blackman
Chapter 4 is all about how to get student’s to succeed. Something that stuck out to me is an example of what differentiated instruction isn’t. The authors explain that some teachers will simply give struggling students less work and excelling students more work. This is inefficient, because there isn’t anything being done to help the struggling students better understand the material or to push the excelling students further. Instead, the teacher should meet with struggling students to help catch them up and keep them up to date. The teacher should also make up specially designed assignments for excelling students that push their understandings and abilities further so they can continue to grow. I found the example of Mrs. Callison very interesting, and helpful. Mrs. Callison walked around her classroom while students were working and kept notes on them! She also noted things parents say and things the students say, feedback, and other things. She was able to learn a lot about her students this way, and some things she wouldn’t have been able to remember if she didn’t write them down. I think this is a wonderful idea. I always have a hard time remembering things that pop in my head during the day; I have to write them down. I think this will be very effective for me to do when I am a teacher. Not only does it help you get to know your students better, but you also have actual notes in front of you to remind you of your students’ strength, weaknesses, learning styles, and other components while making lesson plans and units! I think I might practice this in my journal when I’m in the field.

Leanne Fasulo
One of the important parts of UBD/DI in chapter four is the section in which the authors write about teachers needing to take responsibility for learner success. A teacher may have a great lesson planned, and even feel like they succeeded in getting it across to most of the class, but that is not enough. It is the teacher’s responsibility to make sure that every student is on the same page before moving on. The teacher must spend more time explaining the content, or try a different strategy to get the struggling student to understand the material. Even if the student is having trouble at home, or has a learning disability the teacher is still expected to help the student as much as they can. I find this to be an important thing to think about when I have my own classroom. I need to remember that no matter how good my unit is or how well I have mastered at explaining it if I do not reach everyone I have to work harder. There is no reason as to why I should move on without giving that student everything they deserve. If I do not do everything that I can that student could fall behind, and effect them for the rest of the year. Lessons are meant to build upon each other, and missing the first part could be disastrous to whatever is being taught next. I will try to keep this in mind when I have my own classroom.

Evgeni Bouzakine
Chapter four focuses on nine attitudes and skills required for differentiated instruction. Keeping a balance between curriculum and instruction is essential. Establishing clear curricular essentials, so students can focus on the skills and knowledge aspect. Teachers need to gather the right tools because each student learns differently, and will perform differently than others. Knowing how much to help each individual student and how much of the content they have grasped. You don’t want to give unnecessary attention to someone who does not need it, and also you do not want to neglect other student that need attention. This is not the only aspect I can teachers can change. Adjusting the curriculum to fix the majority of the students. That is why it is important to understand every student’s intelligence. As a teacher, it is imperative to use a variety of teaching methods in the classroom. I believe in students and mix up the way students learn and not always stare at the board. I am convinced to use a lot of one on one teaching to help those who need it. I will use some of the ideas in the chapter such as tally of who has raised their hands though out the week. That way the next week I can ask those individuals who did not participate to contribute to the discussion. I do accept the responsibility for each of my learners and their failures or successes.

Kelsea Trefethen
This chapter highlighted more aspects of how I, as a teacher, can and should guarantee my students succeed. With large curriculums there is often material that is more important than other material. As an educator it is important for me to know which material is most important so that I can ensure my students have a deeper understanding of that content. The stronger the curriculum is the more possibilities for lessons and classroom activities. Teaching is a balance of curriculum and instruction. Educators should make sure the content is meaningful and that the instruction is strong and varied. The chapter mentioned that some teachers solve different levels of understanding by giving struggling students less work and advanced students more. This makes absolutely no sense. I could not believe it when I read that. I agree with the chapter when it states that this method helps neither group. I will never do that in my classroom. This chapter talked about how teachers should accept ultimate responsibility for their students’ success. If a student is not understanding the material or growing as a learner there is a problem with my teaching. Students should still be responsible for their work though. The teacher and the students should share the responsibility of the classroom. Not only is the teacher responsible for creating a safe learning environment, the students are responsible for maintaining it. The biggest thing I took away from this chapter is that clarity and understanding of my students and the curriculum will create incredible opportunities for me to help my students succeed. I liked what the chapter said about being a “hunter gather.” I need to figure out what my students are all about and then brainstorm ways to connect with them in the classroom.

Richie Johnson
Chapter four of //Integrating Differentiated Instruction and Understanding by Design,// written by Carol Tomlinson and Jay McTighe begins by discussing “compelling curriculum” and “clarity.” Naturally, it is important for teachers to choose specific matter to focus units and lessons around, and in doing so to be clear and concise as to the key factors in the content being explored. As articulated by Tomlinson and McTighe: “to teach for understanding is to provide the sort of intellectual diet that yields thoughtful, capable, confident learners--- and citizens” (38). This is a wonderful quote as it really summarizes the importance of simplicity and focus on specific topics. The rest of the chapter is practically built off of this notion. It goes on to explain how achieving such clarity and precise teaching requires teachers to understand the idea that children have many diverse learning styles, and then go on to accommodate for such. This involves evaluating your own teaching styles, and adjusting them where necessary to meet every child’s needs. The list of “nine attitudes and skills [which] typify teachers who help all learners” (40) is very useful for comparing your teaching style to the “ideal” teaching style.
 * //Integrating Differentiated Instruction and Understanding by Design: Chapter IV//**

Kalib Moore
I found Chapter 4 of UbD/DI to be very explanatory and very intimidating. Tomlinson and McTighe discuss the nine different attitudes and skills that a teacher needs to "help all of the learners in their classroom." (Tomlinson & McTighe 40) I believe that even though all nine skills are very specific, they blend into one idea that a student is able to learn on their own and that the teacher is simply a guide for them. I hope that in my future classroom I will be able to incorporate all nine of these skills into my repertoire as a teacher. The skill that stuck out to me the most would have to be number four, "They build awareness of what works for each student." (Tomlinson & McTighe 47) I think that it is important for each student to be assessed individually to find out what level they are learning at. "Teachers in such classrooms make opportunities to communicate individually with individual learners." (Tomlinson & McTighe 47) I think that students would be better off if their teacher was aware at all times what level they were learning at. If the teacher observes a student is struggling in a specific learning style, he or she should be allowed to approach the student individually to check-up on them and make sure they are understanding the material, whereas a student should also have the right to approach their teacher individually to ask for help. I also believe that it is important to regularly check in with the students’ parents to make sure the support is still coming from home.

Kyle Kuvaja
Chapter 4 of //UbD/DI// looks at what is important in planning, execution, and reflection (personal, with other adults, and students). As part of the planning process, teachers must remember that their curriculum and instruction should not be rigid, but changing to meet the needs of the student. Setting goals is another important part of the planning process as the students cannot be expected to learn everything. Tomlinson and McTighe reminded me that some teachers give “struggling” learners less work and “advanced” students more work. It is the first time in my life that I have thought about how backwards that seems. Another important point made by Tomlinson and McTighe is that teachers should accept responsibility for learner success in the classroom. Rather than maintaining the same curriculum, learn from experience and stay involved with the classroom. The authors emphasize on many important aspects of a differentiated classroom: the teacher should be involved, designing tasks that allow everyone to contribute, communicate to students, observe work, encourage goal setting and reflection, and implement numerous teaching strategies. One important aspect of a differentiated classroom is creating a system in which students play a large role in managing themselves. This self-reliance teaches responsibility to students of all ages.  The chapter brought up two great points early on that had an immediate impact on how I think about education. First, I will never determine the work load for a student by their performance in school. I cannot believe how backwards that form of thinking is. Secondly, I felt it was important to realize that a teacher should take responsibility for a learner’s success in their classroom. We have the capability of making an impact on these students. Why wouldn’t we try our hardest, as educators, to help in a positive educational experience? If a student is succeeding then we shouldn’t blame the student, but reevaluate ourselves and the interaction we have had with those students.

Christina L Quach
 Chapter 4 discusses how to plan lessons so that the lesson strengthens the student. One part of the chapter mentioned the importance of teaching between learning gaps. Students must be kept challenged and able to learn new things. What is new to one student may not be new to others. If a teacher did not introduce new content to a student, the student would get bored. They also talk about the importance of creating an environment where all students feel comfortable and respected. It is also important to get to know students and make sure that they can connect what they will learn to their own experiences.  There were two things that really stood out to me in this chapter. The first was creating a respectful environment. I have had classes where I felt that I could not share my ideas because I would be made fun of, and as a student that was already really shy, I was not ready to put myself out there. The second was the part where it is important to help students understand their strengths and weaknesses. I have had classes where I was frustrated and thought I could not do the work. It turned out that with my teachers pushing me to work harder I really could do the work. I just needed someone to show me that I could.  This information will help me in my classes because a lot of it offers ways for my students and I to work together to have an effective classroom. The students will learn from me, themselves, and their classmates. I think it is really important to have connections to students and respect who they are and what they need to learn.