UbD chapter 10

Hi all,

Here are some thoughts and things to consider about the UbD chapter 10.

There are many words in this chapter and most of them are saying the same thing: do not tell your students what they need to know, help them discover for themselves. Three types of instruction are discussed in this chapter, and a delicate balance of the three is needed for effective learning. There is didactic instruction, which is the “lecture” or “telling” type of instruction. It’s good when you are teaching facts or definitions. There is coaching instruction, which is used when helping students with guidance or feedback in any context. There is Constructivist instruction, which guides the students to discover answers on their own. This type is best used for information that is more abstract or subjective.

The chapter also discusses how the six facets of understanding can be applied to students and to you as the teacher. It is important to understand that both students and teachers will be naturally inclined to some facets more than others. For example, if one is more inclined towards self-knowledge, this person may be a little too self-critical. Understanding yourself and your students is important when shaping instruction. I think I might be too inclined towards explanation and self-knowledge. Does anyone else see themselves leaning too much into one facet?

I enjoyed reading the portion of this chapter that discusses the need for flexibility in instruction. “It is a humbling but true fact that the best curriculum design may fail with a particular group of students” (175). This signals a need to revise the lessons. I thought this was especially relevant after the Christenbury reading. Perhaps Christenbury needed to revise her curriculum at times?

I found this reading interesting. I don’t know if I will use it for the seminar, but it was helpful because it clearly divides the three types of instruction. I may choose to utilize some of the oral questioning prompts or the visual representation. I hope to discover some good constructivist approaches in our other readings for this week. Has anyone found any approaches that they especially like?

Allison

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2 Comments

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2 responses to “UbD chapter 10

  1. jillian24

    Allison,

    I particularly liked the Plato description: “We are not initially ‘enlightened’ but ‘blinded by the light’; we must be ‘dragged’ and ‘compelled’ to understand […] ‘And if someone dragged him by force along the rough ascent, wouldn’t he be distressed and annoyed?’” (174) I think this hits on Christenbury, definitely. Any type of resistance means that less learning is occurring. I also think this gives us good insight into constructivist methods, anything that allows step-by-step discovery.

    I think prompts in literature circles can accomplish this structured discovery. I also think a comparison of two very different texts creates an opening for discovery.

    Still, I think the key is to ease students into learning. They say the best leader doesn’t appear to lead. Perhaps that can be amended: the best teacher doesn’t appear to teach.

    Jillian

  2. jexter1

    I just posted my thoughts on the Ch. 10 article as well. A couple of the approaches discussed in the article, I wrote about in my post. This chapter provides so many great pointers and ideas! ~Jess

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