UBD/DI Chapter 1

UbD/DI Chapter 1

I like the way the chapter opens up with the struggle to satisfy the copious amount of diversity between students and the ways they each learn. Different races, ethnicities, cultures, socioeconomic statuses, genders, and students absent adult support systems are all issues I will run into at some point in my career. Finding the delicate balance between them all is going to be a remarkable challenge, but I will strive to meet each of my students needs and ensure that they are learning the proper ways they need too.

By using UbD/DI, it presents the best way for me to make an impact while I teach. It assures that all materials are covered and those who need different methods in order to learn get the attention they need. These two methods are perfectly paired with one another. UbD focuses on what we teach and what assessment evidence we need to collect to properly understand that the material covered was understood correctly. DI focuses on the more human aspect of teaching by looking at whom, how, and where we teach. DI focuses on the varied learners in the classroom. By using UbD/DI in my classroom it will make me feel like I am implementing the best strategy to effectively teach curriculum to all learners.

Axioms and corollaries were completely foreign to me until I read this chapter, but they are the important components the make up UbD/DI. Axioms are the fundamental parts of UbD and corollaries and the examples of DI's. I can make a great lesson plan, but if I don't have the proper corollaries to go with it then it will be like I never taught the lesson to some students. Inversely, if I don't make a very good lesson plan, but have good corollaries then I will be miscommunication information to students. It will be a point of mine to make sure I have a solid lesson plan and good differentiated ways of teaching my lessons.