Chapter 6: Responsive Teaching with UbD

The focal point of this chapter is based around the idea that all students must be given an equal basis for learning. This means that we must expect the same things from all students, regardless of their current skill level. While drills clearly serve a purpose for students having a difficult time learning a concept, they must always be able to recognize the end result while they are practicing. Just as the coaching analogy pointed out, athletes will practice relentlessly if they understand that the drills will enable them to succeed in the long run, but what is the incentive if they do not understand the sought after long term effect? The student should always understand the objective of the lesson so that they may work towards mastery. Just as previous chapters have suggested allowing students access to the test at the beginning of a unit, the student should be given mentor texts and a clear explanation of what they should take away from the lesson. Along these lines, a teacher must not only ensure that a lesson is meaningful, he or she must also recognize that the lesson means nothing if the student does not gain personal meaning. I really enjoy this chapter because it does not deny that providing a differentiated classroom is difficult, but instead provides countless examples of how to make it manageable and effective. The charts throughout the chapter displayed countless ways through which teachers may integrate differentiated instruction, and showed that although the transition may be slow, it is happening effectively.