UbDDI+B1+Chapter+1


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toc

Amy
Chapter 1

This chapter brings to light the increasing importance of combining Understanding by Design and Differentiated Instruction due in part to the increase in variance in student learning, and the larger role of content standards in schools across the country. By combining BI and UbD two goals will be achieved. First off, teachers will be able to design a powerful curriculum by basing standards around content as opposed to forcing a small amount of content around the standards. It has recently been proven that both concepts work hand in hand with one another to create a successful learning experience for every student. UbD focuses on how and what to teach, such as how much content can students retain at a time, and what is the most important information to fit in while they are absorbing the information. DI concentrates on who, where, and how to teach each student. Students need both a quality curriculum, as well as quality instruction based on individual needs. The primary goal of Di and UbD together is to enhance student learning by providing adequate variation in student learning, and quality content, and to help students understand what they are learning by relating to it.

Darren
The most important aspect of Tomlinson’s opening chapter was the definitions of Understanding by Design and Differentiated Instruction. The second I understood from previous classes, but the first was new and unfamiliar. However, the relationship of axioms and corollaries was entirely interesting and spot-on, I thought. I especially enjoyed the fourth axiom, which states that assessments throughout learning are necessary to develop a course of instruction. In my teaching, I will always try to adapt and change by means of studying student’s work and keeping in touch with their abilities. This was a new idea I hadn’t put words to before, but I understand that it is essential in a good, effective classroom.

Andy
Reflection on Ch. 1 in UbD/DI In this chapter I learned that UbD and DI are not just a one lesson plan thing. It is a continuing process and it is always evolving. I also gained that it will not happen over night and that small steps is fine. The scenarios they provided were great because it allowed me to understand the practical application to each axiom. One that stuck out was the review of results. Instead of just giving grades and just leave it at that, I will look over them and see what I can change to help the students the next time around or in upcoming lessons.

Brian
The most prominent point that chapter one instills is the necessity for not only Differentiated Instruction but also Understanding by Design. With one, but not the other, learning is disabled. This means that to be a successful teacher, one must know how to incorporate both in their classroom. Axiom one and two, first prove that Mr. Axlet has a curriculum that will both develop and deepen his students knowledge; Mr. Axlet then gives his students many options in which they wish to approach the project. By giving students different options of credible sources and different choices of interest Mr. Axlet’s project will cover as many learning styles as possible, including but not limited to, varying reading levels, economic status, and attention spans. These axioms prove that student’s choice is a very useful tool when developing Differentiated Instruction.

**George**
Chapter 1 This chapter helped to introduce the concepts of Understanding by Design and Differentiated Instruction. UbD seems to be the old way of thinking about teaching. Here, this is what we're learning, read it, test TBD. DI seems to be the way to make teaching well rounded. Realizing that all students don't learn the same way and that a lecture isn't always the best way of teaching. The idea of integrating these two is not new to me, but I will definitely being taking it with me into the classroom.

Cassandra
Chapter 1 Before reading this book, I thought differentiated classrooms were a waste of time. I couldn't see how all students could be together in the same classroom and learn equally if they are all at different levels of learning. However, this chapter showed just how that could be possible. The reason I didn't see the possibility was because I was so focused on the trip to college and how grades should show how ready a child is for college. I still don't foresee how to distinguish between college ready kids and kids who would struggle drastically in college. However, the importance of English isn't the ability to write an essay. It is the ability to learn life morals from the literature and articulate ideas to others, no matter the methods each individual uses to do so. I would be willing to allow kids to do non-traditional book-reports and listen to books on tape.

Zack
Chapter 1: UbD and DI: An Essential Partnership There is a difference between a student that can say everything about a subject, but has no clue what is actually going on to someone that knows one point to a subject but understands it fully. I believe that student should witness all the different aspects of a subject but they also need the ability to understand part of the subject into a deeper meaning. To teach for understanding a teacher must teach by backwards design, by teaching for backwards design. I like the idea of backwards design, set a place that you wish for your students to achieve and work back from there to design the unit for the students. As a teacher I also need to remember to teach for the real world context of a subject so that the understanding can be put into real things.

Josh
Chapter 1 gave me a good idea of what DI and Ubd are and their impacts. “In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.” It is up to the teacher, however to use these strategies in creating an effective learning environment for students of all learning styles. Involving students by giving them personal examples of how they can relate to the subject matter is an effective way to increase understanding and enthusiasm for the topic at hand. A well constructed test will give the teacher an idea on how effective they are at teaching the various learning styles. It is important to make necessary changes to increase understanding. Also, technology is an important aspect of today’s classroom and student growth. Group projects involving computers and other forms of technology will help to “collaboratively design, share, and critique units of study.”

Liz
In chapter one of Understanding by Design and Differentiated Instruction it was nice to get a slight overview of what UbD and DI are as reading the final chapter in the book left me with little clue. Having read chapter one I now understand why they are placed together in this book. UbD is about how to develop curriculum that is meaningful material. The Differentiated Instruction is about working to help the students learn. The clear statement of seven axioms and corollaries show how the two can be combined in order for a teacher to create a curriculum that works for all students. The final purpose of chapter one is to show why it is natural to combine UbD and DI to make a better classroom and curriculum.

Damian
A brilliant introduction to the book yet lacking in originality. Any teacher who does their job and has purchased this book may find themselves flipping forward to chapter two to gain some valuable insight. Regretfully, the axioms, while completely valid and worth knowing, are nothing more than, in my humble opinion, a common sense approach model to teaching. If a teacher does not intrinsically utilize these methods (and perhaps more) than they are not reaching their potential as educators. The axioms, I hope, are more an introduction to what the book will be discussing, rather than a presentation to what may be new material to teachers in the field today. The quesion has been raised, how will the reading effect my future classroom, to which, I can only respond: greatly. Though it was not new information to be synthesized or fawned over, the axioms of Carol Ann Tomlinson and Jay McTighe are a very astute assesment of how a teacher's mentality should be when approaching the field of education.

Ethan
 This was my first official introduction to the idea of using differentiated instruction and understanding by design together in the classroom to be the most effective teacher you can be. The chapter covered the importance of having a great lesson plan but also having an understanding of how to teach it to the many different kids you might have in your class. This idea dose not focus so much on the multiple intelligences, but on the different factors that might contribute to a student’s ability and willingness to learn. The idea of using both UBD and DI together is defiantly something I will use in my classroom when teaching. Although I do not completely understand how I will, from this chapter I understand that it is something that I must learn to incorporate into my classroom.

Jennifer
Chapter 1 UbDDI I have more understanding of what Understanding by Design and Differentiated Instruction is. I learned about the different elements as a teacher I must work with, who I teach? Where I teach? What I teach and how I will teach it. Understanding by Design is the focus on what we teach and how we teach it, while Differentiated Instruction is where we teach and whom we teach. I know that Differentiated Instruction will make a great impact on my teaching because it calls for teachers to address the different learning methods of students. When planning a curriculum, we must look at a variety of factors like culture, learning disabilities, experience, and personal interests. This will help me to help my students understand the lessons better and become more motivated to learn.

Sean
Chapter 1 One of the biggest aides I took from this chapter was the number of different scenarios describing how a teacher should use UbD/DI in the classroom. The scenarios showing “Mr. Axelt’s” classroom gave me some insight into the practical application of UbD/DI. This hasn’t necessarily taken care of all my worries about teaching, but now I can use this chapter’s information and get those uninterested students to become excited about history and learning about it.

Dan
Chapter one first gave me an understanding of what DI and UbD are. Differentiated instruction has to do with a teacher being able to accommodate all the different learning styles, learning disabilities, and any other range of diversity in the classroom for instruction. Understanding by design is the ability for a teacher to make a curriculum that can set goals for students in a certain area and set ways of assessing their progress. There are seven axioms and at least two corollaries for each axiom. Axioms focus on the UbD while the corollaries focus more on the DI. The axioms work as focus areas of the Understanding by design model and the corollaries try to make sure every student can become acclimated to the Axioms. Right now the Axioms and corollaries (A+C) are difficult to break down. These A+C will need to find a way into my curriculum. This chapter answered some questions on how to make a strong unit. and gave some ideas as how to make my units inclusive to all learners.