Understanding by Design and Differentiated Instruction - Chapter 1

Abstract:
This chapter explains the separate roles of Understanding by Design which focuses on curriculum design, and Differentiated Instruction which is an instructional model of various ways to get across to the students. More importantly, it discusses how these two models work together to create a dynamic classroom. All students learn differently, UbD helps organize the content and order in which it is presented, while DI focuses on where the content is being taught, how it is being taught, to whom it is being taught, and how to get across to them. UbD and DI work together to see that all students are able to benefit from the classroom experience.

Reflection:
We all agreed that it is quite obvious that UbD and DI go hand in hand and that you need both of them to create an effective learning environment. John recognized that every person who is thinking about teaching realizes that there is a curriculum and that they are going to have to adjust their teaching style based on the learners in their class. Leigh and Meredith both acknowledged that getting across to the diverse group of students in a class is no easy task, but that it must be done if you want to teach effectively. It is up to the teacher not only to know their stuff but to be able to convey to the class and make sure that everyone can understand. Chrissy noted that Axiom 1 was an especially good example because the teacher used grouping and variations in modes of student expression as a method of DI as well as tasks and assessments to convey the general principles of the topic proving his use of UbD.