Ubd/DI Chapter 4: What Really Matters in Planning for Student Success?

In Chapter 4 I learned that it is often beneficial to steer away from traditional teacher-student dynamics. It is often not enough for a student to act purely as a receptor and the teacher as a source of knowledge and direction. Teachers should loosen their curriculum so that students can discern where their interests lie. Students will usually motivate themselves if they are given the freedom to pursue their own interests, to some extent. Differentiated teaching allows for teachers to reach students at different levels, of various interests and learning styles. A way teachers can reach a wide array of students is by keeping the syllabus open for amendment and negotiation. A teacher never knows what the needs of students will be before the onset of the class, so don't ossify the curriculum too hastily.