UbD/DI Chapter 1

            Chapter one of Integrating Differentiated Instruction and Understanding by Design by Carol Ann Tomlinson and Jay McTighe introduces the reader to the concepts of differentiated instruction and understanding by design and why they work well together. As explained in the chapter, understanding by design is the “what and how” of curriculum design while differentiated instruction is the practice of using varied teaching methods to meet the unique needs of each student (2). The chapter goes on to explain why these two models are both compatible and complementary through a series of axioms and corollaries.

            These axioms and corollaries show that for understanding by design to function properly, it is often natural or even necessary to also use differentiated instruction. In order to design effective curriculum, the differences between each student needs to be recognized and factored into the design. If differentiated instruction is not included, the needs of all students will not be met. The chapter makes the argument that all professionals must have “the most current knowledge that defines the field” and must be “client centered and adapt to meet the needs of individuals” (11). As a professional, teachers have to be able to see their students as individuals. Each student has different needs, past experiences, and learning styles. Although students are taught in large classes, teachers are still working with individuals that cannot be taught as if they are one entity.

            From this chapter, I see that differentiated instruction will have a larger impact on my classroom than I had previously believed. When I learned about differentiated instruction in my special education class, I thought that it was a method that only needed to be used for certain cases; however, this chapter makes me realize that every student has individual needs that make differentiated instruction a necessity.