UBD DI chapter 3

Chapter 3 talks about the process of building a lesson using backward design. It gives examples of lesson plans and explains the most common confusions people have about backward design. The chapter also outlines the steps to take when using backward design and explains the purpose of each step. There is a shift happening in education right now and I think this chapter does well on summing it up. Teachers are used to driving curriculum into the students without worry if they actually understand it. While curriculum is important, I believe that schools should be places to also work on personal growth and understanding. Students should be able to learn more than just the basic curriculum but with the amount of information that students need to retain it is difficult to think about personal growth in students. I think that  backward design makes teachers more aware of the outcome they want and makes them think about how to reach that outcome. Step 2 of the backward design process makes teachers determine what would be considered acceptable for students to produce in order to show understanding of a topic. The proficiency that is shown can take all sorts of forms and can be differentiated to fit the needs of the students. The teacher can have hands on projects or papers that help students show proficiency.  Step 3 is used to make teachers think about how they will teach the students effectively. Teachers have to hit all the learning styles in the classroom while still maintaining consistency in the curriculum and assignments.