Ch. 6: Responsive Teaching With UbD in Academically Diverse Classrooms

Tomlinson and McTighe tried to drill the importance of flexibility, strategies and classroom management through this chapter. I learned that consistency is key; one must think through conventional practices to think in a respectful manner. Goals should not be a mystery they should be underlined as what to teach and what students should learn. With the backwards design this all comes clear to us. I hope to take the environment plans to my own classrooms. Seating helps keep focus and if students are in the same seat everyday it would get extremely boring. We need to configure how our students work best (individual or in groups). There is no such thing as a one-size-fits-all plan, but we must try our hardest to differentiate and accommodate to all. Even though we let our students work independently, it is crucial that we ask questions and keep them on track.