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Tyler Oren Chapter One Synthesis
Chapter one of Integrating Differentiated Instruction and Understanding by Design introduces the reader to the concepts of differential instruction and understanding by design, and shows how the two principles complement each other. Understanding by design is primarily concerned with the teacher who leads the instruction as it governs what we teach and how we accurately assess what is taught. Differential instruction focuses on who is taught, where they are taught, and how they are taught. The authors Tomlinson and Mctighe assert that the two principles are not only highly comparable with each other, but complement each other and depend on the other to construct a diverse and effective lesson. The authors demonstrate this throughout the chapter with a series of Axioms and Corollaries, which represent fundamental principles of understanding by design and the way differentiated instruction works to secure success and support with the Axioms respectively. The first Axioms and Corollaries the authors discuss are concerned with student access to deep and developed understanding, the Corollaries discusses the part of differential instruction in ensuring that students have different modes of instruction so that all students of all ability, experience, interest, language and adult support may flourish. The second Axiom is concerned with giving students the ability to apply instruction to real world situations, while the Corollary asks teachers to instruct to different proficiency levels. Axioms three and four deal with goal oriented lesson planning and review of plans to ensure quality of instruction. Their Corollaries are tied to essential challenged learning, and review of courses. Axiom five asks teachers to give their students the opportunity explore, interpret, apply, shift perspectives, emphasize, and self-assess, while its Corollaries asks that teachers keep their students engaged in complex engaged thinking. The final Axioms, six and seven asks teachers to “work smarter” and adapt their tools to match differential instruction and understanding by design rather than changing them to fit their tools and styles.

After reading and considering the block’s blog posts I found the most prevalent section of the chapter discussed, brought up by nearly everyone, was the dependent natures of differential instruction and understanding by design, and their roles in supporting each other. The consensus amongst the class that was agreed upon showed that understanding by design covered the content we teach and how its instruction is quantifiably assessed. While differential instruction focuses on who is being taught, where it is taught, and how it is taught. There was also a great deal of discussion concerning the axioms and corollaries and how they linked the two principles of differentiated instruction and understanding by design. Mr. Axelt’s classroom and teaching strategies were cited many times, in some cases multiple citations in a single entry, ranging from his vast classroom diversity, to his ability to engage a verity of different learning styles, levels of proficiency, leaning disabilities, language challenges and home and economic situations. There was also a great deal of discussion around [|adapting] the principles of differentiated instruction and [|understanding by design]into future classroom settings, along with a few instances of bloggers remembering their own educational experiences where some remembered positive experiences in the classroom with effective teachers whose teaching embraced differential instruction and understanding by design, and others who unfortunately did not. [] [] - Teaching History with Technology

Brittany Blackman
The first chapter explains how UbD and DI work together and give examples of them working together in the classroom. UbD covers what content the teachers cover and how they teach it. DI covers the students, the learning environment, and also how they teach. In order to teach to our fullest potential, we must focus on all of these aspects. The author listed a series of seven axioms, which are statements that are accepted as true, followed by two or three corollaries, which are statements that follow after something already proven (the axioms). Each axiom is a guideline designed to help teachers create better lesson plans, and support more children in the classroom. These axioms are; the teachers goals are always to better the students’ understandings of the material, one should not move on from a topic until the students can transfer their knowledge to different contexts, avoid busy work and always have clear purposes behind your assignments, review your lesson regularly and make adjustments when needed, have your students look at things in different ways that will deepen their understanding, integrate technology into your lessons and do not always do lessons the same way day after day, and use UbD as a base guideline, not a restriction. The examples of Mr. Axelt’s classroom helped make these axioms more apparent. It is important to keep these in mind when designing your course, but it is also important to think outside of the box as well. You do not have to follow everything these axioms say.

Tyler Oren
Chapter 1 of Integrating gives a basic introduction of differential instruction and understanding by design, as well as their applications in the classroom. The central idea of the chapter concerns the implicit partnership of the two ideas; the techniques cannot be picked apart and chosen separately. To use one well the other must be used effectively as well, as understanding by design covers on the content we teach and how its instruction is quantifiably assessed. While differential instruction focuses on who is being taught, where it is taught and how it is taught. Together they make a complete module of instruction. When the two models are combined they will result in effective instruction for students that represent multiple spectrums of learning styles, levels of development, and levels of knowledge. In order to make effective use of the two models and effective use of instruction time reassessment of the content and its mode of delivery must be altered to not only fit the class, but individual members of the class as well. The first chapter continues to discuss methods of keeping content and instructional techniques fresh, challenging and focused on curriculum, aspects it considers key to allowing students to glean the most understanding and growth from their instruction. The authors recommend regular meetings and collaboration with other teachers and specialists, and suggests the use of technology to monitor and stay up to date with student growth. While the authors suggest many strategies to improve instruction I was struck most deeply by their recommendation to challenge all students, even those struggling with understanding the content to think deeply and consider the content, mastery comes with deep thought rather than building a linear structure of basic understanding beforehand.

Leanne Fasulo
The first chapter of Carol Ann Tomlinson and Jay McTighe’s book, //Integrating Differentiated Instruction// [DI] //and Understanding by Design// [UBD], is about how these two learning methods must be used together. UBD is a curriculum that addresses how and what teachers teach. On the other hand DI mostly an instructional model and refers to where and who teachers teach. The book explained that using the two together is so important, because someone might have an amazing curriculum, but without guidance, and economical support it would be insignificant. The same result would occur vice-versa. Teachers should design units so that they can adapt to their students’ different needs. An example that would be very useful in a classroom is when giving out resources use a variety of materials with different reading levels. That way the main ideas can be presented, but will help with students who are proficient in written language to those who have difficulty with it. Choices can also range from letting students work in groups or work alone. Some students find that they learn better when they can openly share their ideas out loud. Other students work better alone when they can focus just on the material and not their peers. It was also suggested that teachers should relate the content of a unit to something their students can relate to. The example the book gave was a History class studying the constitution. The teacher asked the students to come up with their own constitution for a club. The students were learning the point behind the lesson and were able to connect it to something they were familiar with. This also gave the class a chance to do hands on work, and possibly work with a peer. This is very important to remember, because classes should not only be designed around lectures. A variety in the classroom will help students succeed.

Evgeni Bouzakine
Students spend most of their time getting ready for tests instead of actually learning the material. As a student I was more focused on getting the good grade rather than learning the subject thoroughly. Tests have become a way of determining how well you know the content. This is not necessarily the best way of determining if someone knows the content. It becomes more of a problem when kids all have different learning abilities and learning styles. Some students test well and others don’t have the same ability. Integrating Differentiated Instruction or Understanding by Design are two ways to approach curriculum and teaching. Differentiated Instruction addresses the way we teach a specific curriculum, and focuses on the questions of who, where, and how we teach all students effectively. Understanding by Design deals with teacher content and laying down the framework for a lesson. There are four categories for teaching and in order to hit all of them one must use UBI and DI together. Both combined will help teachers create quality lesson plans for students. As a teacher I will try to teach everyone in the most effective way possible. Almost none of my teachers in high school were able to combine UBI and DI together correctly. I think that is a good reason why one third of students in my classes were failing. I want to avoid giving students “busy work” when I am a teacher. It is not an effective way of teaching! Students deserve the best learning experience possible.

Kelsea Trefethen
The first chapter was a little dull at first. However, the different axioms accompanied with classroom scenarios where interesting and insightful. Lately, I have felt as though we have been presented with many challenges of teaching. This chapter is one of the few that gave specific solutions to working with some of those challenges. The number one thing this chapter really taught me was what Differentiated Instruction (DI) and Understanding by Design (UbD) actually are. What I gathered from the text was that Differentiated Instruction relates to how you teach the material to a variety of learners, while Understanding by Design is associated curriculum context. These two ideas go hand in hand, each complementing the other. After reading about DI and UbD and studying the seven axioms and scenarios I have a strong understanding of how to implement these two techniques in my classroom. I agree fully with these two ideas and think they are a very important aspect of my career as a teacher. I not only want my teaching style to be strong and versatile, I want my content to be intriguing and global.

Kalib Moore
Chapter 1 of UbD and DI covered different scenarios that related to both Understanding by Design and Differentiated Instruction. Within these scenarios, the authors describe a sample classroom setting in which a teacher incorporates both UbD and DI to help work with the many different learning styles of his students. I found the chapter to be very straight forward and to the point. The authors state their argument and then use these different scenarios to back up their point. The scenario that caught my eye the most was number four. In this scene, the teacher "preassessed his students to determine their points of entry into the unit..." (Tomlinson & McTighe 7) Once he determined what level his students were learning on, he readjusted his curriculum accordingly. He would then meet with students either individually, or in groups of students at the same learning level, to discuss learning plans for the rest of the unit. I felt that this related to my own personal experience in school, because most of my teachers did //not// take the time to see what level of understanding we were on with the subject. Students who struggled to understand the unit would fall behind and students who understood the material fully would not challenge their mind and instead just coasted through the course. As a future teacher, I plan on taking the time to both preassess and reassess my students throughout the course of the unit. The only way I will be able to challenge my students to learn more will be by readjusting my curriculum to the level in which my specific students learn at.

Johnny Buys
Chapter 1: UBD and DI: an Essential Partnership Carol Ann Tomlinson and Jay McTighe argue in their book //Integrating: Differentiated Instruction + Understanding by Design// the effectiveness and essentiality that occur within the complementation of combining Differentiated Instruction and Understand by Design. Tomlinson and McTighe define Understanding by Design as a “curriculum design model” that seeks “delineating and guiding application of sound principles of curriculum design” to promote student’s knowledge, awareness, and skill (2). Differentiated Instruction, however, functions as an “instructional design model” in which the “processes and procedures that ensure effective learning for varied learners” meets the demands of //all// students. Therefore, Differentiated Instruction serves as the substance of Understanding by Design. With shared goals these models work cohesively to design a classroom for optimal learning for every student. Implementing this combination within the classroom is efficient in that students, learning environments, content, and instruction are all addressed on a design level for curriculum through the techniques of Differentiate Instruction. Additionally, this combination is effective by focusing on creating the opportunity to “develop and deepen student understanding” for all students on individual levels (4). While this is argument enough for implementing the combination method, by diversifying process and procedure and attention to skills and understanding the knowledge becomes contextual for students. Context that becomes applicable will relate the students, achieving and struggling, encourages involvement. Involvement in turn requires teachers to, “provide opportunities for students to explore, interpret, apply, shift perspectives, empathize, and self-assess” (8). Giving students these opportunities then provides “meaningful interaction” through which develops “mastery and understanding,” rather than oversimplified material (8). Therefore, with quality and elegant content structured around Understanding by Design and Differentiated Instruction teachers and students create an optimal opportunity for learning.

Kyle Kuvaja
In chapter one of __Integrating Differentiated Instruction and Understanding by Design__, Tomlinson and McTighe describe what these two approaches are and how they depend on each other. Differentiated instruction ensures that lessons are designed to fit the needs of various learning styles within a classroom. While understanding by design helps one with curriculum design. Together these two complementary models create a new way of teaching. When designing a curriculum using the UbD model it is important to ensure that the curriculum is “develop[ing] and deep[ing]” the student’s understanding. Student understanding will be determined through their ability to show what they learned in real world applications. A curriculum should not be in a static form, but something reviewed and adjusted to meet new standards and become more effective. These changes are met with a review of how effective the curriculum was. The UbD and DI models encourage lessons that center around the students developing a higher degree of thinking opposed to many teaching models that I have experienced that do not encourage a student to “push” themselves. I appreciate that the authors state that the UbD and DI models are a way of thinking to encourage better student understanding. They are not a set of strict rules. The first chapter is a hook that makes me feel like I will want to incorporate this into my own classroom someday. Many of the points stated in the chapter were similar to those in my own teaching philosophy. I believe that promoting complex thinking is important, that a curriculum should not be left in a static state, and that students should be assessed on whether or not they can adapt what they have learned to real life applications. I believe that learning about UbD and DI will help me reach out to more students.

**Cyril Lunt**
Chapter One of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tominson and Jay McTighe, talks about how Differentiated Instruction and Understanding by Design should be implemented together, and how this would look in the classroom. Tominson and McTighe talk about how if one were to use only one of the two, you are depriving your classroom of either substance or learning. To show the reader examples of what they meant, they came up with seven axioms and several corollaries to back up their beliefs. Using the example of a fictional “Mr. Axelt”, they illustrated their points by showing how to apply their theory and axioms into practice. They also divided up the focuses of teaching into four catagories: Students, Classroom environment, the content, and instruction. They finish up the chapter with explaining their goal for when you complete the text, which is to be a well-rounded teacher. I have to admit, they did do a good job selling to me the point that the two fit together nicely. While I have heard about the two before this class, I only really knew them through theory. While the axioms were also theory, it was better described than what I have seen in the past. Unlike the Meaningful Engaging Learning system we’re learning about with Dr. Overall, Differentiated Instruction and Understanding by Design is a new concept to me, as my high school didn’t really use either (they did, however, sort of do Meaningful Engaging Learning). I’ll be sure to take good notes on Differentiated Instruction and Understanding by Design for future use in my education career.

Christina L Quach
This chapter discussed the differences of Understanding by Design and Differentiated Instruction. The chapter also made it clear that although the two techniques are very different and mainly serve specific purposes, they both are connected and are essential to each other to create an effective classroom. UbD helps to design classes in the most effective manner. DI on the other hand helps to find the best way to design the methods of teaching a specific classroom. I do not remember many experiences from high school of my teachers using UbD or DI, or maybe I just cannot pinpoint them. I did have one teacher who would let us have class outside a few times a semester, and this got us out of the classroom and excited to do our work. Even art classes seemed limited in what we were allowed to work on. Clay class was the only art class where we seemed to be able to go at our own pace and pick projects that were interesting to us. In college though I have already had multiple classes that have given me the option to do projects based on what I enjoy. These opportunities not only make it easier for me to learn, but it gives me the chance to further my knowledge about things that I am passionate about. I know that diversity in the classroom needs to be embraced, and the combination of UbD and DI will be very helpful to make sure that I meet all my students’ needs. Using UbD and DI will keep me looking at different ways to teach classes where the students will be able to learn in an environment that works best for them.

Richie Johnson
Chapter one of //Integrating Differentiated Instruction and Understanding by Design// is focused on what the two models are mainly about, and how the complement each other. After a few brief explanations, the chapter moves on to giving real-world examples of the models, starting with a scenario from Mr. Exalt’s classroom. Initially I was shocked by the diversity in his thirty-two student class, and could not fathom anyway in which he could possibly account for all of the students learning styles and abilities for the project. The explanation as to how in fact he did this that followed really opened my eyes. There are an incredible amount of resources available for teachers to use in their classrooms that ought to be taken advantage of! In hindsight, I am able to recognize all of the teachers I had growing up that did in fact take advantage of these resources, and also the ones who didn’t prove to. Applying the resources available in a proper way is obviously also important, which is a large part of the differentiated instruction model. When a teacher uses a resource that isn’t necessary applicable to all students, that resource may be deemed ineffective in itself. However, by including and having available a variety of resources, the teacher ensures that all students may be accommodated for. This brings to light how the two models complement each other and furthermore how they ought to be considered and demonstrated by teachers.