UbDDI+B2+Chapter+1

Abstract Synthesis
By Emily McGee

__Integrating Differentiated Instruction + Understanding by Design__, by Carol Ann Tomlinson and Jay McTighe, describes the inseparable partnership of differentiated instruction (DI) and understanding by design (UbD). DI is a instructional-based model, while UbD is a curriculum-based model; the ideal outcome of this paired model is high quality learning in the classroom. UbD + DI focuses on the centrality of standards as a starting point for delineating and guiding content and [|assessment]. According to Tomlinson and McTighe, this paired model addresses curriculum and instruction through various axioms (principals) and their subsequent corollaries (results) dealing with and providing examples for teaching, using the UbD & DI model. This model recognizes learners' varying levels of proficiency and addresses how adjustments can be made to the curriculum and/or instruction to meet the needs of individuals and groups.

Our class found many ways to relate to UbD + DI, through past personal experiences and future applications as teachers in the field. We believe that by using the backwards design model priorities and purposes of learning become more clear and thus more meaningful to students by helping them understand the [|essential question]. We all agree that our job as future teachers of the world is to help students obtain a deep understanding of our curriculum to support their future applications. Our job is to make the axioms of our content positively meet the corollaries of our students. We can all attest to the necessity of integrating UbD + DI in to our future curriculum.

Megan Millette
In this chapter they lay down the basics that are important to helping understand both UbD and DI. The chapter emphasizes the idea that we as teachers must keep our students varied learning needs in mind. I personally had no idea what Understanding by Design and Differentiated Learning really was. I certainly had guess, but this chapter really helped me better understand. As an educator I must think about my students varied learning needs to help make my lesson plans work for everyone. When I read that when we just “serve up” work it is complicated and not understood by students because we are not fixing their needs. This is why Differentiated Instruction is so important because it adds “a framework for addressing learner variance.” (Pg. 2) Ubd and DI fit together because they support one another and need one another. This is important to know as teachers because a good balance allows students the best means to success. We as teachers need to remember that in order to have an effective class all areas, such as students, learning environment, and instruction need to be equally balanced out. This is something I know I will need to work on to keep my classroom in order and not damage it. Without having both UbD and DI one is lost UbD deals with what is being taught and the evidence backing it up while DI deals with the people, place, and how we as educators teach. With both provided the curriculum is structured and full of guidance and tools to help it become more developed. These are important facts to know because it means an impressive class. When I begin teaching I will have to use this in my class by talking to colleagues and getting their feedback on lessons, listening to my students needs, fixing my lesson plans to challenge all of my students in different ways, etc. I must also learn to be flexible and able to adapt my lesson plans. This will all help me in my future classroom.

Lauren Scheidegger
__Integrating Differentiated Instruction + Understanding by Design__ by Carol Ann Tomlinson and Jay McTighe is an eye-opening instructional and informative guild that those in the educational field should take a good look at. Chapter one describes the idea around differentiated instruction and understanding by design, and then shows how the two work best when working together. The chapter gives great examples of how to incorporate DI and UbD into a classroom. As a person striving to become a future teacher I found it helpful and inspiring to read about the many ways a teacher can address all learning needs in their classroom. In one specific scenario “Mr.Axelt” allowed students to create their own charter for a group or club of their choosing. He gave the students the opportunity to work alone or in pairs. He also gave the students a broad range of materials to work with, like websites and books. Reading about all the simple things a teacher can do to help make their lesson reach every student and tend to every learner gave me a sense of how a teacher can make their lessons meaningful to everyone in their classroom. Growing up I have had my share of teachers who did not take into consideration differentiated instruction or the idea of multiple intelligences when creating their lesson plans. After seeing all the small things they could have done to at least make a baby step towards modernizing their classroom, I feel a bit disappointed in them. Although, I known the many challenges and struggles of becoming and educator, and I realize that I have yet to taste most of those hard ships for myself, so it is hard to criticize my previous teachers. So instead of looking back and feeling a sense of discontentment I have decided to look ahead and focus on improving myself as a future instructor.

Patrick Hurley
In this chapter I learned about what UbD and DI are. I learned that Understanding by Design is a curriculum-based model and Differentiated Instruction is an instructional-based model. These two things are necessary for a teacher to be a successful educator. A teacher needs a good curriculum, but they also need to be flexible and be able to use different methods to make sure all of their students understand the material. I learned you need to make sure your students understand the subject matter and make sure the stay interested and engaged. You need to make sure you consider everyone’s learning styles when constructing lesson plans. I can use a lot of the concepts in this chapter in the classroom. I think the concept of differentiated structure is rather important. All students learn differently and I know that, as a teacher, you need to make sure all students are able to learn. You need to know everyone’s learning styles. You also need to know of students with disabilities so we can adjust our teaching strategies so all the students will learn equally. You also need to give the students a chance to explore. Even if they don’t fully understand the subject matter, given them a chance to explore the subject will help them learn more about it.

Rachel Joiner
Following the reading, I learned a lot of important information. I now have a better understanding of Understanding by Design, and that the focus is on how to teach, and the various ways of doing this. I also now understand that Differentiated instruction places its focus on where, and the process and procedures of teaching. This chapter opened my eyes up to what is required on part of the teacher in order to reach all of the students. I think this is an important piece that I could use as a teacher in order to better serve my students. Following this chapter, I now understand that in order to effectively instruct a class, clear goals must be set as to the outcome of the learning. I think this is important, because if as a teacher I am not sure what I want my students to learn then I will have difficulty knowing if they have achieved the set standards. I think setting clear goals is an important part of a classroom. This can allow the teacher to measure student success, and understanding. I found it interesting in the reading in the example given they describe a teacher provided different students different resource material based off their particular weakness. I think this is an important lesson for an educator, because you must understand your student’s weakness, and areas they may struggle. This will allow the educator to best serve the needs of the students. I thought this was a great idea, the way he modified the lesson for each individual student.

Emily McGee
According to Tomlinson and McTighe, the purpose of UBD & DI is to acknowledge the importance of the centrality of standards as a base for student development in the realm of mind power and the formation of a solid information base. Their goal in using the instructional design model is to delineate and guide both content and assessment through flexible grouping and instructional strategies, in conjunction with a powerful curriculum. This chapter introduces many axioms (principals) and their subsequent corollaries (results) dealing with and providing examples for teaching using the UBD & DI model. This chapter is focused on the general concepts that I will need to have a deep understanding for in order to apply them to my own curriculum. I think it is important to use backwards design for planning a unit effective in making priorities and purposes clear in order for students to develop a deep understanding of the essential question. Furthermore, the importance of regular reviews of assessment design to ensure quality teaching through student understanding and the ability to make adjustments where needed is important in accepting the flexibility required in unit design. I am excited to offer opportunities for students to explore the vast field of biology in ways they can apply to authentic contexts for their own interpretation and hopefully shift student’s perspectives on the wonderful world of life. The desired result of these axioms are that all students benefit from the curriculum and are entitled to grow at their own rate, while being guided to think in complex ways and be able to interact with new ideas. I will be able to assess them as needed, self-assess as needed, and revise my strategies to ensure quality-learning opportunities.

Mike Kahler
One idea that I really liked was the teacher offering resources designated “straight ahead,” “uphill,” and “mountainous” allowing students across the learning strata to choose how in depth an understanding they want. Students may be asked specifically to challenge themselves more by the instructor as needed. These are essential to being an effective teacher, but they cannot work effectively if they are not used together. A well-crafted curriculum will not be effective if each student’s needs are not met. Similarly it does not matter if you differentiate instruction to cater perfectly to each student’s needs if your curriculum is not well crafted. In this era standards of teaching have to be met, but teachers also have to cater to the individual. All students need to be taught in a way that will help them to understand essential concepts, but they all need to be brought there in a different way.

The various levels of proficiency in each individual classroom will also present its own set of challenges. Each student needs to get an understanding of the key concepts, but considering the students varying levels of proficiency from the get go they need varying levels of support from the teacher. Less advanced students need to hone in on key concepts, while more advanced students need to be pushed towards higher levels of proficiency in the subject. Personal interests also need to be taken into account. The varying levels of proficiency in each individual classroom can be reviewed, and adjustments can be made to the curriculum for each individual student. Learning becomes far easier when the students are interested in the topic which they are studying.

These ideas will all impact my classroom because they will help my students to learn. Even if it is more work on my part to modify lessons for the students as we move through a unit it is still the most effective way. Teaching to a diverse group of learners is essential to being effective in the classroom as is adapting for them.

Morgan Ware
This chapter was about the partnership between Understanding by Design and Differentiated Instruction. This chapter starts off by explaining that teachers need to realize that they have students who either have learning disabilities or have specific needs. If a teacher does not accommodate those students it will hinder their learning. There are several factors that influence the diversity of learners in the classroom, race, culture, economics, language, gender, disability, and many more. These all determine the diversity of a classroom. Also teachers need to be prepared for every type of learner, if they just throw the information at their students, they will not have fun or succeed.

The main reason why Understanding by Design and Differentiated Instruction are combined is because they go together. In the classroom teachers need to attend at least four key elements: whom they teach, where they teach, what they teach, and how they teach. They can do this by combining Understanding by Design and Differentiated Instruction. Differentiated Instruction focuses on whom we teach, how we teach, and where we teach. In order for a successful classroom, it needs to evolve with its students and the knowledge that surrounds them. The chapter best explains this relationship with “axioms”, which are the fundamental principals of Understanding by Design and with “corollaries”, which demonstrate the way in which Differentiated Instruction works to ensure that students will have access to the axioms and will succeed. The chapter then goes on to give examples from a classroom how a teacher gives each learner an opportunity to grow and to learn their way. This impacts my classroom and me because this is the way I should/will be teaching my students. This is very important information to understand and use as a tool in my career as a teacher.

Matt Roy
Aside from our previous assignment (where we were exposed to the later material under the hope that we would be confused), this is our first real experience with the Differentiated Instruction and Understanding by Design book. Immediately I enjoyed the fact that the chapter (and all subsequent chapters for that matter) began with two rhetorical questions. These questions were not meant to be answered immediately but, rather, intended to be sent to the back of the mind and pondered while the chapter was read. I felt that this approach took “practice what you preach” to another level. In a book that hammers home the idea of explicitly advertising “the big questions” so as to keep students involved in the material, I felt that it was extremely appropriate/fitting for them to utilize this strategy. Overall, the chapter was pretty straightforward. I enjoyed how they identified the problems/concerns that come with teaching. This reaction is due in large part to the fact that I tend to operate under the “if it isn’t broken, don’t fix it” ideology (that’s not to say that I tend to get overly complacent or that I’m not proactive but I don’t tend to tinker with something that is obviously working just fine). One question that came up was during their description of Mr. Axelt’s techniques in class, specifically how he responded to students who are at different levels of understanding or have different learning styles. I didn’t disagree with Mr. Axelt’s practices but more I became concerned with how I would address these inevitable occurrences without making the students in question feel embarrassed or singled out. I’m sure that this concern will be covered later in the class but it is something this chapter got me thinking about.

Samy Tracy
This chapter was very helpful in getting me to understand what UbD and DI are and how they relate to one another. The authors break down Understanding by Design and Differentiated Instruction by two groups: axioms and corollaries. The axioms are most generally Understanding by Design and then the corollaries explain how Differentiated Instruction works to make sure that each student has success with these axioms. It was very confusing for me at first to understand everything but after reading the first few axioms, corollaries and the scenario, it started making more sense. Each axiom helped show ways in which teachers could use UbD and DI effectively in their classroom together. As the book explains, these two parts go hand in hand, you cannot have one without the other. This also helped me think of creative ways to help all of my students learn the same material although they are each on different levels.

This chapter also relates to the multiple intelligences because teachers have to find out where their students are and where they need to be by the end of the school year. You have to meet the needs of each of these students by figuring out which way they learn best and then using that technique to teach it to them. An axiom that really describes this is Axiom 4. Where you have to regularly check on your lesson plans to make sure that you how you are teaching is actually working or not. And also, these plans also have to fit with the basis of what the student needs because they might change from year to year, so the lesson plan then also has to change.

Alyssa Amari
Educators today face many challenges when embarking on their journey to be effective, prepared, and understanding teachers. In chapter one of Integrating differentiated Instruction and Understanding by Design, we are introduced to the idea that Understanding by Design and Differentiated Instruction are two models that must be paired together for the highest quality of learning in the classroom. There are four elements in every classroom that every teacher must attend to on a regular basis; these elements are the foundation for Understanding by Design and Differentiated Instruction. Understanding by Design primarily focuses on the two elements of what we teach and what assessment evidence needs to be collected. Differentiated Instruction focuses on the elements of whom we teach, where we teach and how it is taught. I have learned that teaching is much more than ensuring my students know what one plus one is, but it is more how I teach, and the processes I go through to make my lessons fit each students needs. As a teacher I need to develop and deepen student understanding so that they may later apply it to outside contexts. By using the backward design, regular reviews of curriculum and assessment designs, providing opportunities for students to show and use what they have learned, collaborating with colleagues, and adapting my lessons as I gather more knowledge about my students and their learning are all important parts of completely and regularly developing student understanding. This chapter is a huge impact on an aspiring teacher because it addresses the essentialness of using these two models in my classroom. Designing lessons is a challenge; it requires a lot of research, preparation, and frequent adjustments.

T.J. Hebert
I had never heard these two models prior to reading this book; however, the way I learn, the way I trained, the I led training, the way I teach CPR and the way I will teach once a teacher is all based off of these ideas. While I was going through school the classes that I enjoyed the most and performed the highest in were those that involved a variety of activities, a caring and respectful teacher and some humor. If I felt like I could connect to a teacher I would be more engaged in that class. The classes that I had where the teacher stood and talked the entire time or used a projector were the ones I could not stay focused in and would retain the least amount of information, which is not the goal. I always believed that students were supposed to understand and retain a majority of the information learned on into their adult lives and the two models seem to reinforce my initial thoughts. It seems as though teaching has changed a great deal since I was in high school. When I was in school the teachers had their curriculum and most of them did not deviate from them despite students having different learning styles or a majority of a class performing poorly. They would continue without adapting and helping the students. It appears now that teachers are becoming much more effective or are at least supposed to be more effective. I do not know how long these tools have been available but I am curious to know how many current teachers are aware of such models. I thought things such as ensuring understanding, helping the students, adapting and providing opportunities for students were almost common sense. Based off of my learning experience in high school and reading this book (as well as a couple of the other books required for practicum), it could have been much better for me and it appears that we are heading in the right direction.

Simone Thiry
Differentiated Instruction and Understanding by Design are a natural pairing. Although I had some previous knowledge of Differentiated Instruction (DI), Understanding by Design (UbD) was a new concept for me. I learned that UbD is a theory that addresses the “what” and “how” of curriculum and assessment (pg. 2), in other words, the course material and the implementation of said course material. I was familiar with the concept of DI as an imperative for educators who hope to promote success of all students; it is a model for instruction while UbD is a model for curriculum. The two models are mutually dependent, a UbD classroom will not succeed if the instructor does not utilize DI, and a DI classroom will not succeed if the curriculum does not meet the requirements of UbD. Through the chapter, I discovered many ‘axioms’ of UbD that align seamlessly with principles of DI, and the scenarios provided concrete examples of how and when these two models intersect. The dual-emphasis of UbD and DI impacts me as a learner because I can see in the axioms and corollaries components that have both bolstered my success, and made it more difficult for me and my classmates to succeed in certain classes. It impacts me as a teacher because I will need to constantly evaluate and reflect on my curriculum, instruction and assessment to ensure that I am meeting the needs of all students and fostering success. It will impact my classroom because it provides a framework for achieving the essential goals of classroom teaching: deepening student understanding and allowing students’ individual strengths to enhance and not inhibit their academic and personal growth.

Lauren Breton
Chapter 1: UbD and DI: An Essential Partnership Throughout the first chapter of the text, multiple axioms and scenarios are used to convey the necessity of combining both Understanding by Design and Differentiated Instruction for use in the classroom. The axioms and corollaries are beneficial because they describe the ideas behind Understanding by Design (axioms) and how Differentiated Instruction can help students to be successful with Understanding by Design. The breakdown of these two sets of ideas into separate sections that show how the two theories work together was incredibly beneficial for me as a learner. The clear distinction was beneficial because I was able to understand which idea was being explained at what time, but the connections that were made between the two helped me to understand how they can go hand-in-hand within the classroom. The scenarios that followed each set of axioms and corollaries, however, helped me to understand how the theories actually worked in the classroom. Throughout the scenarios was when I really began to realize how these ideas could be enacted in my classroom to help students. Although I knew that it was important to both meet curriculum standards and be able to ensure that students at all levels were able to feel challenged in my courses, I did not know what that looked like in a classroom before this chapter. When one of the examples described how Mr. Axelt was having his students complete the task with either “straight ahead, uphill, or mountainous” (p. 9) resources, however, I realized that by changing the levels of difficulty of resources and letting students choose which resources they wanted to use, he differentiated his instruction while still focusing on what curriculum needs to be taught. This example in particular has stuck with me as something that I would like to incorporate into my lessons and my classroom as a means of Differentiated Instruction.

Kevin Lind
UbD Chapter 1 Reflection  The main points addressed in this chapter are the definitions for Understanding by Design and Differentiated Instruction. Understanding by Design is a system for planning curriculums. The system follows the idea of starting with projects and assignments. The teacher then uses these assignments to create the goals for the class, whereas many traditionally start the curriculum by planning out the goals. Understanding by Design ideally creates a scenario where students grasp a better understanding of material by showing the educator the areas in which each student need developmental aid.  Differentiated Instruction focuses on the different students learning styles. The point of it is to allow each student to succeed by utilizing their best learning skills. Differentiated Instruction usually comes out of teachers using Understanding by Design, since it basically means the teacher will give different treatment to students based on their proficiency in the subject matter. This makes it possible for underdeveloped learners to build up their skills, while still giving the developed learners challenging work. It is almost impossible to have a classroom full of students who all learn the exact same way, so Differentiated Instruction allows each student to focus on ways that will help them understand the material. The most important part of Differentiated Instruction for educators to understand is that no two students will have the exact same needs. They may have similar issues in the classroom, but they will still need different aids. If students are treated as a uniform group, they may feel overlook by their teacher.