Chapter seven of UbD/DI covers some misconceptions, as well as giving a few more tips about the day-to-day workings of a classroom, and helpful philosophies and techniques for educators. I particularly like the part about “essential questions,” where the authors construct a list of different subject areas and suggest examples of questions that could be considered essential to understanding. I like how open-ended these are. In my classroom, I intend to use the “Socratic seminar” model regularly, and I do enjoy a good open-ended question. They lend themselves perfectly to excellent discussions. I also like that the book suggests “playing devil’s advocate.” If students immediately agree with my point of view during a discussion, some teachers might see that as a victory. However, I would see the discussion as a failure if students hadn’t come to an understanding of both sides of an issue before coming to an educated conclusion on their own.
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