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UbD+DI Chapter 1: An Essential Partnership

Carol Ann Tomlinsons talks about understanding by design (UbD) which focuses on what is being taught in the classroom and differentiated instruction (DI) is geared towards the way in which it is being taught. Together, the harmony of UbD and DI can help make a classroom a richer learning experience for both the teachers and the students. Essential elements of diversity were presented in this chapter as well. The students, the learning environment, the content and the instruction are essential elements that all play a big part in having a successful classroom. Understanding the diversity in the classroom will also better prepare you as a teacher. When staring diversity of learning styles in the face in your classroom, it is important to remember that other teachers can help you. Other teachers can give you insight into how your students learn best. Another tactic presented in the book tells the reader if you find that students are falling behind, one technique to help bring those students up to speed would be to pair students together. Pairing students who fully grasp the material with students who are falling behind could help both parties. The student who understands it will clarify their own learning by trying to teach someone. The student who has fallen behind will help get caught up from a classmate and that might start a helpful relation ship for the two. Also, you could group students together to help each other out and the teacher could take the group of students that are falling behind.

*Information synthesized by Jordan Hale

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Sam Leal
Chapter 1 UbD and DI: An Essential Partnership

After reading the first chapter in the book __Differentiated Instruction and Understanding by Design__, written by //Carol Ann Tomlinson// and //Jay McTighe// I learned about what exactly these two things mean. The chapter was a step by step process walking the reader through what DI is individually and what exactly UbD is on its own. To things that are vital for teachers and how they can pass along their knowledge to the students. I learned from the chapter about Differentiated Instruction, which is a model for teaching the students. The model focuses on the students and the diversity within the classroom. Understanding that all students have different abilities and learning styles is a must for the teacher. Understanding whom, where, and how to teach the is a challenge, and each planned instruction has to be able to address the variability. I also grasped an understanding of UbD. UbD is a model that focuses on what the students need to learn and take from the class. Ubd is the curriculum, focusing on what and how to teach the material. UbD means nothing without DI. The two go hand in hand. A great curriculum of what to teach is no good if there is no way to get the students to understand it, and vice versa. The two models are a necessary partnership. From this chapter it made this connection for me, I didn’t know really what either meant, so I learned about that and will be able to use the vocabulary more in the future.

Karina Sprague
Chapter one’s main focus was defining understanding by design and differentiated instruction. Basically everything in the chapter was new to me, except the concept of differentiated instruction, so I learned a lot from this chapter. I learned that differentiated instruction has to do with who, where, and how you teach, while UbD has to do with what you teach. I knew that teachers have to create assignments to suit the entire class. The examples in the chapter really helped me understand how you can do that. I have really only heard suggestions of open ended assignments as an example of differentiated instruction. The open ended assignments allow for students to take creative liberty. This chapter gave an example of an assignment in which the teacher assigned groups different projects to suit the people in each group. The groups were picked based on interests, so each group had common grounds to work from. I really liked how this chapter gave a good example, and explained how each part of the example was relevant to UbD and DI. I really liked this specific example and I hope to use it in my classroom someday. Another thing that stood out to me in this chapter was the amount of diversity that can be apparent in any classroom. I went to a high school with an extremely low amount of diversity. When I went off to college the first year the amount of diversity was very different for me. I am beginning to realize how much diversity impacts the classroom. I am excited to see all the diversity that I will have in my future classrooms and I look forward to working with all the different diversities.

Ethan Guthrie Herrell
Understanding by Design: Chapter 1

The First Axiom introduced a new element to my thinking. In order to deal effectively with the fact that my students are learning at different rates, the best way to counter anyone falling behind to have them constantly working together. In this way, those that struggle can move forward with the help of that are not, and the latter may even learn something as well. By teaching the material to another classmate, they are rehearsing and thinking about it more deeply. There are numerous ways to make sure students learn together: acting out history, doing projects together rather than alone, and have the students regularly present together. //In other words, make the education process happen not just between the teacher and one student, but between the students as well.//

The Third Axiom caused the little gears in my head to turn as well. It only makes sense to start at the end, when you think about it. I just have a clear idea of where I want me and my students to go before I just leap into a unit. From there, I can create an evaluation based on what I expected of them. When I found that they had not reached certain levels of understanding, I could construct my lesson plan around that, this time in a “forward” manner. What I really appreciate about theories is that I have a formula of sorts from which to start making a lesson, rather than just wandering around blindly in the dark.

Colby Hill
UbD Chapter 1 Response

While reading this chapter a few things caught my attention. I realize that as a teacher, we must multi task and be able to think and do at the same time. With that said, it must be easy to lose track of many things in the classroom (even students!). Tomlinson and McTighe mention that there are at least four elements: the students, the learning environment, the content, and the instruction. How easy can it be to lose sight of at least one of those things? The other point is that the authors said there are at //least// four elements—that must mean there can be many more potentially. When thinking past this introduction and on to the axioms, they all seem like good ideas, even if it means a lot of work. Axiom 3 (backward design) hits home with me, because I have always felt that a student needs to know why he or she is learning something or has to do a specific assignment in or for them to learn. The only few questions I had involved Axiom 5 (“oppurtunities to explore, interpret, apply, self-assess, etc” (8)) and how this may actually make some students feel uncomfortable. If a student has a lower vocabulary then it is a good idea to have a differing list, but if it’s too public I feel like it could be embarrassing or awkward for the student. Either way, I did enjoy what this chapter had to say about individualized attention and differentiating unit plans. I feel like a good course does not only have one route for completing.

Cidney
In Chapter One of Integrating Differentiated Instruction and Understanding by Design, the reasoning for why combining these two methods of teaching is explained, and an overview of each method is given. Understanding by Design (UbD) focuses on what is being taught and how learning should be assessed, with the main focus of the model being on curriculum design. Differentiated Instruction (DI) focuses on processes and procedures that help diverse individuals learn; it is an instructional design model. When the models are paired, the four elements of teaching; learning environment, students, content, and instruction; are addressed. Axioms and corollaries are used to describe how UbD and DI work together in the classroom. Axioms being the principles of UbD, and corollaries being how DI will work to address the needs of the students. This chapter stresses equal importance on what is being taught (UbD) and how that material is being taught (DI). In my classroom, I will strive to have students meet curriculum goals by providing Differentiated Instruction that caters to each student’s unique learning style. I will provide varied materials and instructional methods to my students to ensure that all learning styles are targeted. I will also make it a point to devote class time to small-group or individual question and answer sessions to gauge the progress of my students.

Jordan Hale
The first chapter in __Integrating Differentiated instruction and Understanding By Design__ talked about some of the ideas behind combining both Differentiated Instruction (DI) and Understanding by Design (UbD) in the classroom to create the best learning opportunity for the students. The scenarios that were used definitely helped me understand where their ideas for collaboration were coming from. The scenarios covered everything from the teacher prepping the curriculum to how he acted professionally. Scenario 1 showed a strategy at work that I hope to incorporate in my classroom. In the scenario, the teacher, Mr. Axelt is designing his curriculum. He starts out with a goal of where he wants his students to be at the end of the lesson. I know first hand the effectiveness of this goal because it helps break down the steps to get there. When I use this in my classroom, I hope it will help the students understand the material better, really strive to challenge them and help them grow. The last paragraph had two lines in it that helped distinguish professionals in any field: They "act on the most current knowledge that defines the field" and they are "client centered and adapt to meet the needs of individuals". These two lines described a teacher to a ‘T’. It was one of those lines that made me think a little bit. The comparisons between a business professional and a teacher aren’t that far off with the descriptions of these two lines.

Elizabeth Sargent
UbD Chapter 1 As I was reading the first chapter from //Integrating Differentiated Instruction and Understanding by Design//, I found myself able to draw a clear knowledge on the logic behind differentiated instruction (DI), and understanding by design (UbD). While it seems that DI and UbD are two very different models they are also essential to the success of one another. Alone, UbD focuses on what we teach and what assessment evidence we need to collect. Adversely, DI focuses on whom we teach, where we teach, and how we teach. Both UbD and DI work together to provide the necessary tools for developing both curriculum and instruction based on students various needs and learning styles. As a teacher, it will be good for me to incorporate these two models into my lessons. Grouping with teachers along with resource teachers can give me insight into how to better help my students varied styles. Having constant assessment will help me discern my students’ progress in the concept being taught, and it will also help me keep track of their understanding and development. Effective curriculum paired with effective instruction techniques can have a much bigger difference than I expected in a students life. Giving students helpful suggestions, or guided questions, or different resources can help a lot of students who learn differently than most. Having variety, choices, options, adjustments, can insure my students’ interest in the topic, and with the ensured interest their motivation to understand. I believe UbD and DI will have a big impact on many teachers like me in the future as we start designing our own lessons based on our students.

Spencer Hodge
In chapter one of Multiple Intelligences in the Classroom by Thomas Armstrong, the concept of multiple intelligences is introduced via psychologist Howard Gardner’s theory of multiple intelligences. In his theory, Gardner proposes the idea of eight (possibly nine) different areas of intelligences. The first area is linguistics, which is the ability to use words effectively in different ways. The second area is logic-mathematical, which is the ability to use numbers effectively, whether in math, science or computer programming. It also deals with being efficient in logical sequences. The third is spatial, which is the ability to visualize the world in an accurate way. The fourth area is bodily-kinesthetic which one uses their body to show emotions or display thoughts. Mostly these types of people have good physical skills and are involved in sports. Musical is the fifth area; someone with good musical intelligence can create, recognize, and critique music as if they were an expert. Someone with interpersonal intelligence has the ability to read what other people are thinking with relative ease. Intrapersonal intelligence people are very self-knowledgeable and know every one of their own strengths and weaknesses. The last area of intelligence is naturalist intelligence. People with high naturalist intelligence have a profound knowledge of different environments and enjoy the outdoors. Everyone has each of these eight intelligences, but some areas stronger than others. Because I’m going to be a teacher, I will have to identify what types of intelligences my students are high in and help them develop their weaker intelligences further.

Emily Haskell
UbD Chapter 1 Here I found many connections to the theory of Multiple Intelligences. This is surely because of the discussion about differentiated instruction. It was very interesting when the author began talking about the four elements in a classroom. On page two Tomlinson and McTighe state that the essential elements in a classroom are “who they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction).” This seems paramount in having a successful classroom. A teacher must acknowledge each of these four elements or else “the whole fabric of their work is damaged and the quality of learning impaired” (2). I feel as though this is closely related to the multiple intelligences theory. If a teacher does not teach to multiple intelligences (or at least keep them in mind) there is something lost overall. For students to be fully engaged, it only makes sense that they must be in an engaging environment. The student must feel connected to the teacher, to the rest of the students, to the teacher, to the environment, and to the material itself in order to be totally and completely successful.

Alex Randall
UbD/DI Chapter 1 The first chapter of Carol Ann Tomlinson and Jay McTighe’s book, //Integrating Differentiated Instruction and Understanding by Design, //talks mostly about why Understanding by Design and Differentiated Instruction need each other. The bulk of the chapter lists “axioms” and scenarios in classroom environments. Honestly, I’m finding this book a little confusing, but I’m sure things will start to make more sense as I go.