Understanding by Design/Differentiated Instruction

Chapter 1
The first chapter describes Understanding by Design and Differentiated Instruction via
steps or axioms. Axiom 1 is centered on first creating a curriculum based on what content should
be understood and applying various ways the content can be taught. Axiom 2-4 focuses on the
application of knowledge to show understanding. This allows the teacher to see which methods
of teaching shows proficient results for different students and uses that knowledge to adjust the
activities so that all students benefit. Axiom 5, coinciding with Axiom 2, reassures that each
student receives the opportunity to be challenged by different methods of education, thinking,
perspectives, etc. to expand themselves and their understanding of other students’ perspectives.
Axiom 6 incorporates the constant change and readjustment to technologies be it advancing or
for different students’ needs. Axiom 7 mixes Axiom 5-6 in the sense that UbD is the constant
change and adaptation be it in curriculum or technologies for the sake of better understanding for
the class as a whole.
The main concept that I got from this chapter is the fact that lesson plans are never set
and stone. The classroom is always changing and as a teacher, one must always be ready to adapt
to said changes. Though it wasn’t such a huge focus, the idea of collaborating with other teachers
about what to change and how to change and applying said changes really sticks out to me.
Certain changes might not be something I can change myself. I can certainly take classes and
learn how to apply new technologies but if a student or certain students require technologies or
have certain, more physical needs, it would be a struggle to accommodate for said needs by
myself whilst keeping the rest of the class in check.

Chapter 2
The second chapter really focuses on the diversity of the students. This diversity includes
race, social class, economics, learning styles, etc. The main focus is that students are not only
learning the content from class, but also who they are as a person and to others. To manifest the
best in them, teachers learn their students and adjust when needed and provide them the
necessary tools and guidance they need to excel in the class. The book refers to this as
“Responsive Teaching.” This is explained as having a good teacher-student relationship,
changing the learning environment to provide context to what is being taught, considering and
adapting to any needs that students require, and learning the students as a whole to understand
how they best learn and what motivates them. The chapter continues to elaborate on how
responsive teaching is applied. To build a better teacher-student relationship, a teacher will make
it a point to memorize every student’s name and possibly take observational notes of how they
study together or any preferences they point out. Building on this, incorporating small group
activities and providing the opportunity to be taught in different ways should be included in
lesson plans for those who have preferences and to get a better understanding of every student.
Another aspect to consider is “being able to teach to the high end.” Always consider challenging
every student. For those on the high end, make sure they have the necessary tools, guidance and
opportunities to be able to be challenged. Constantly observing the students, a teacher should
always attempt certain, various methods of teaching such as read-alouds, working with peers, or
visuals. Informal assessments will allow the teacher to see which methods seem to work best and
what contents need to be reviewed. The important piece to understand is that education is all
about every individual student. “Learning happens within students, not to them.”
 Chapter 3
Chapter 3 focuses on deciding what to teach, methods of teaching and creating a lesson
plan. Standards that need to be met should neither be too big or too small. This means that they
should not be so big that the focus may seem vague or ambiguous or that it may seem unrealistic
to cover a semester's’ worth of content in a matter of a week. In a similar sense, the standard
should not be so small and narrow that too much time and effort is put into covering certain
topics and disregards others. This brings about the concept of “big ideas.” This revolves around
essential/meaningful questions, addressing specific content, and teaching specific facts and skills
based on larger ideas and questions.
To apply “big ideas” into a lesson plan, a teacher can use a method called planning
backwards. In summary, backward planning is deciding what key concepts and results should be
achieved, what methods can be used to assess the students, and creating a lesson plan with the
desired results and methods in mind. This brings me back to the reality that I’ll have to be
selective in what concepts to cover and emphasize. Fortunately, backward planning also enforces
the fact that deciding what to teach also revolves around its relevance to the students and its
application which I will always be considering to enforce the fact that math isn’t something that
students just learn and forget about in high school. I will emphasize on the maths that seem more
realistic and applicable and relevant to the students.

Chapter 4
This chapter enforces the clarity of the desired results in a curriculum. This means that
the results and goals are clear and that the methods practiced in class will be focused on and
benefit most if not all students in the class. The chapter covers the 9 attitudes and skills that
teachers practice to optimize what their student’s learn. To summarize, a teacher must truly
understand each and every student and build that teacher-student relationship. A teacher must
adapt to the students with their teaching styles and curriculum. A teacher must be able to provide
ample opportunities for individual communication and guidance, group work, self reflection and
growth, and opportunities to expand the student’s knowledge and experiences in their education.
To me, this chapter really focuses on the fact that as a teacher, we are here for the
students. We will be constantly observing, adjusting, adapting, assessing, reassessing, and
guiding our students in the hopes of overall aiding in their growth both in terms of education and
who they are as a person. To do so, we must be open to change and open to the students. We
must give them the opportunities to challenge themselves and expand their current knowledge in
and outside of the classroom. For myself personally, I’ll have to be able to understand different
learning styles and intelligences to comply to such cognitive functions that are not my own
preferences. I’ll have to find ways for students to be able to reflect and assess themselves with
goals in a math heavy environment.

Chapter 5
This chapter breaks down the idea of assessing students. The first principle of assessing
refers to the use of results over time compared to results that come from standardized tests (photo
albums vs. snapshots). Assessing students on their results over time should be a higher focus.
These results can show the growth in students in multiple ways and shows which methods of
teaching they benefit most from. The second principle focuses on how to assess a students
understanding. Understanding, put simply, is being able to explain the content and apply it. The
third principle elaborates on why the assessment is important. This involves reflecting on the
significance of assessments. The progress of this can be seen in pre-assessments and formative
assessments.
Assessments provide knowledge for both the student and the teacher. Mostly the teacher.
Assessments show what needs to be covered in class, how content should be covered, what needs
to change to benefit the needs of the students and to benefit their growth. Assessments also
provide students feedback. It shows what they might need more help on, what they are proficient
in, and helps them set personal goals for themselves.
The chapter reminded me of why variety in assessments is important. It not only shows
the progress of the students but it also shows what activities and methods the students benefit
most from. I really like how in math, there is a plethora of ways assessment can occur. It’s very
easy incorporate more than just paperwork to show understanding. Understanding math is
literally being able to learn and explain concepts and proceeding to apply your knowledge of said
concepts.

A reflection (250-300 words, single space) for each chapter (Be sure to address what you've
learned from the chapter, how it impacted you and how it would impact your classroom).