UbDDI+B2+Chapter+1

Chapter Analysis by Lyzz Stevenson


Abstract: Understanding by Design (UbD) and Differentiated Instruction (DI) are teaching mogels that are geared toward making effective curriculum and instruction. The models are both compatible and complimentary and together create a better teaching environment. The [|UbD] focuses more on procedures and processes and DI focuses on the content being taught and how it is assessed. UbD emphasizes what is being taught, and how it is being taught where DI emphasizes who is being taught, where it is being taught and how it is being taught. In order to impliment these models in a classroom, the teacher must know their students and teach to them as individuals. Teacher also must remain aware of students different needs. Ubd and [|DI] need should be used together to be most effectively used.

Synthesis: It seemed that many of the readers did not really understand what UbD and DI were before reading this chapter. After reading the chapter more people understood what UbD and DI were how to use them effectively. It seems that the most challenging piece will be using them equally in the classroom and to students needs. One of the most helpful ways of understanding the models were the axioms and corollaries. Many readers said that they will have to keep in mind the what, who, where and how they teach. The other challenge seems to be able to teach to students individually but as a whole at the same time.

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Ryan Pelletier
Chapter 1 of “Integrating” introduces us to what is described as an essential element of teaching; Differentiated Instruction and Understanding by Design. These two models work in tandem to create a better teaching environment. Clearly, it is important for us as teachers to use both of these models and to fully understand them. I found it interesting that it was described as being a “way of thinking” and “not a program”, and that this way of teaching was broken down into two specific models. The two models are geared toward making effective curriculum and effective instruction, both essential parts of becoming a good teacher.

Linda McLaughlin
In reading this chapter, I learned the differences between Differentiated Instruction and Understanding by Design. Differentiated Instruction is when teachers focus on the procedures and processes that they use in the classroom. Understanding by Design is focused on what is being taught and how it is being assessed. I was a little confused when I was reading the axioms, corollaries, and scenarios. After reading a couple of them, I realized that the axioms represent Understanding by Design and the corollaries represented Differentiated Instruction, and how the scenarios show how the two work together. This will definitely impact me and my classroom because it is a way of teaching that will be very beneficial and important. It will help me keep my students, environment, content, and instruction in mind and up to par.

Taylor Kemp
This chapter goes over how DI and UBD work hand in hand. What makes both of these necessary is that there is not just one type of learner. There are many different ability levels, backgrounds, circumstances, and needs. If the teacher does not take the time to learn these and actually teach to a class not as a whole but as individuals it is a wasted lesson. The impact this will have on me is making sure that I understand whom I am teaching to in my classroom. Taking into account the students that I have and customizing my lesson plans according to their needs.

**Bri Douglass**
Within this first chapter of the book I was given a general overview of what Understanding by Design and Differentiated Instruction are and how to use them in a classroom setting. I had read a lot about both of these things when I completed last night’s assignment, which was to read chapter 10. I had a vague idea then but after reading this chapter I have learned more about each one. Understanding by design is focused on the curriculum, what is taught and how it is assessed. Differentiated Instruction is used to teach this curriculum so that that every type of learner is successful. In my future classroom who knows what mix of students I will have. Therefore I need to be prepared to use Differentiated Instruction and Understanding by Design to fulfill my duties as a teacher. I need to adapt to my classroom, realizing the types of learners I have and providing them what they need, whether it be visual, auditory, physical, etc.

Darcie Simmons
This first chapter in “Integrating Differentiated Instruction and Understanding by Design” was filled with many answer to the many questions that I had after reading the first reading assignment of the class. To begin with it answered my questions about just what UbD and DI are. Learning that Understanding by Design is what is being taught to the students and how it is assessed, and that Diferentiated Instruction is more about who is being taught, where the teaching is being done, as well as how it is being taught, is actually something that makes a lot of sense. The axioms in the chapter, I felt, did a very good job representing the many ways in which UbD and DI can be presented in the classroom. It really helped me to see just what UbD and DI is, and it taught me the various ways in which it is applied in the classroom. One of the biggest things I learned in this chapter was that teachers, just like any profession have two characteristics, the first being the knowledge that defines them, and the second being the ability to adapt to the people they serve. With teachers, that is the curriculum they teach, and the students they teach it to.

Matt Towle
UbD/DI Chapter 1: UbD and DI: An Essential Partnership

Chapter one focused on the mutual dependence between Understanding by Design and Differentiated Instruction. What I learned was that in today’s world of education it is becoming more and more apparent that everyone learns differently. The aims of Understanding by Design and Differentiated Instruction are not to ignore these differences, but to take advantage of them in a way that allows all students to be challenged in the classroom. These two philosophies have many implications for myself as well as my future classroom. For starters, it will be very important for me to gain a better understanding of both of these systems in order to better serve my students. A good teacher must be able to assess the differences amongst their students and make the changes necessary to accommodate for each of them individually, while maintaining the benefit for the entire class as a whole.

Kassaundra Ricker
Chapter 1: UBD and DI: An Essential Partnership Understanding by Design and Differentiated Instruction are complementary models and it is imperative that I as a teacher use both in my classroom. Since Understanding by Design is more a curriculum tool and Differentiated Instruction is more of an instructional tool, it would be hard to implement one without the other. This chapter addresses principles of Understanding by Design and then demonstrates how Differentiated Instruction goes along with these principles. To utilize UbD and DI teachers need to know their students well. This means knowing their skill levels, backgrounds etc. so that they can effectively create a curriculum and partake in instruction that works to meet the students’ needs. This means that in my future classroom I will need to implement strategies, such as surveys, to get to know my students so that UbD and DI will be effective in my classroom.

Charli Syaward
From this chapter I have learned quite a few concepts which make an effective teacher. Teachers must remain aware of the different needs of their students and continue to adjust their lesson plans in order to meet these needs. Most importantly, teachers need to keep in mind that they are not only teaching, but constantly learning new ways on how to teach. In each scenario, I was able to see how the teacher can continually change the way he teaches to make sure each of his students understand the material. He was able to work with students from all skill levels by making sure those who struggled were assigned realistic tasks and those who were more advanced continued to be challenged. These scenarios impacted how I view teaching. I’ve realized I will never stop absorbing new ideas and new ways to help students learn. It is a bit daunting to know I will need to find a way to teach a wide spectrum of students, but I hope it only makes me a better teacher.

Lyzz Stevenson

 * Chapter 1**: Understanding by Design and Differentiated Instruction go hand and hand when constructing a curriculum that works. There are four major elements that teachers need to be thinking about when planning their classroom; who, what, where and how. The ‘who’ is pretty self explanatory, but it is the ‘where,’ ‘what’ and ‘how’ that educators need to focus on. By using UbD and DI, teachers can train themselves into a certain way of thinking that will allow students to deepen their understanding of a concept. The chapter discussed a couple of different axioms (fundamental principles) and corollaries (ways this will support students learning).

**Jenn Baum**
In this first chapter, I was able to explore the essential concepts of Understanding by Design (UbD) and Differentiated Instruction (DI). After this introduction, I gathered that these two concepts are a way for teachers to best design their curriculum and ways to differentiate learners through instruction. In order to be an effective teacher, I will have to focus on both instruction and curriculum and make sure not to limit my teaching skills to either one exclusively. In my classroom, one of the main goals I will hold for my students will be to broaden their understanding by applying the material to their unique lives, backgrounds, learning styles, etc. In order to do this, the author suggests adjusting and adapting curriculum and instruction to the various learners rather than expecting them to adapt to my teaching style. The biggest part that I learned from this chapter that can be applied to my classroom is just that in order to reach all of my students, I will have to learn about my students on an individual basis as well as a whole in order to ensure that all of them are provided with an opportunity to learn and succeed.
 * Chapter 1**: An Essential Partnership

Kelly Steinhagen
Chapter 1: This introduction to Understanding by Design and Differentiated Instruction made me consider how challenging it must be to teach varying types of students while meeting the standards of the nation. The chapter read like a guidebook with the list of axioms, corollaries, and scenarios. I found myself reading the descriptions but not completely grasping the concept until I read the scenarios. This made me consider how the two ways of displaying the axioms and corollaries was an example of using two different types of learning methods. The first would be more straight-foreword type of learner, like those of the clipboard persuasion, while the second would be more spatial by being able to visualize a scene. The list of axioms are important factors that I will use in the future in my own classroom in order to reach out to the variety of students that I have.

**Olivia Norris**
In chapter one of DI and UbD, there is discussion about integrating Differentiated instruction with understanding by design. I learned about axioms (the fundamental principles of Understanding by Design) and corollaries (the way in which Differentiated Instruction works) and how they can work together in the scenarios. These scenarios explain classroom situations that students and teachers see daily. The scenarios showed ways to apply the axioms and corollaries, making it helpful as a future educator to understand what to expect when using this teaching model.
 * Chapter 1:**

Kaitlyn Haase
UbD & DI: An Essential Partnership In chapter 1, I learned the difference between Understanding by Design and Differentiated Instruction. I also learned that they are not only compatible with each other, but they are complementary. UbD is essentially about teaching for quality over quantity. Although learning different units and a lot of material is important, the amount of material shouldn’t supersede the time needed for students to have clear knowledge and understandings of what they are learning. DI on the other hand is not about how to teach, but who is being taught. There are going to be diverse students in my classroom and it is imperative to manipulate a curriculum that best suits the learning styles of every student. By incorporating both UbD and DI into my classroom, my students will be given equal opportunities to understand and master the material.

Justin Stewart
Being able to successfully implement understanding by design and differential instruction is key to helping students learn in an effective and welcoming way. Differential instruction and understanding by design should used together in order to maximize the effectiveness of the teacher. One of the most important things I saw in the chapter was the part where teachers are still learners. This is important because as teachers, we will need to keep learning new ways to implement different styles of teaching and learning in our classrooms. Another one of the important things for teachers to do is to keep the students interested in the material they’re learning. Allow them to apply the things they are learning to the groups or the activities in their own lives.

Erin O'Halloran
Right at the beginning of Chapter 1: UbD and DI: An Essential Partnership, I learned that there will be many differences among my students. I will face students of a different “culture, race, language, economic state, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, etc.” (p. 1). This impacts my attitude toward teaching because I am going to have to learn how to integrate the differences between my students so that no one feels left out. I also learned that in order to maintain an effective classroom, I need to remember what I am teaching, where I am teaching, how I am teaching, and who I am teaching. Reminding myself from time to time throughout my teaching career will help me stay on track and maintain a structure.

Alyssa Wadsworth
I had no idea what the difference between Understanding by Design and Differentiated Instruction was but in chapter one, it explains that UbD is more about the //how// and //what// we teach the students rather than what DI focuses on, the //whom//, //where//, and //how// we teach in the classroom (page 2). Together, the two concepts create a very good whole because without one, the students and teachers would only have a general curriculum not suited to teach all students //or// differentiated teaching methods but no curriculum. Chapter one gives examples of ways to implement UbD and DI in the same classrooms using axioms and corollaries in collaboration. The frame for the class is the UbD curriculum, and then to fill the frame are the DI ways to teach the curriculum to each of the teacher’s students. This impacts my students and me because if I understand the basics of what needs to happen in the classroom, we will all benefit.

Megan Wallace
Chapter 1: I learned that there is a lot that goes into making a lesson plan. More than just the curriculum needs to be taken into account. Just using UbD or DI isn’t enough. The both need to be used together because they cannot effectively stand alone. This makes me more conscious of how I would plan lessons. I will really need to think about what my students truly need of me.