The first chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on the essential bond between DI (Differentiated Instruction) and UbD (Understanding by Design). Teachers attend to at least four elements while catering to their class and curriculum: whom they teach, where they teach, what they teach, and how they teach. The linkage of Ubd and DI exists because each serves specific elements; for example, UbD focuses on what they teach, while DI concentrates on how they teach, one could not exist without the other for you cannot know how you teach if you are unaware of what you are teaching. The bond of UbD and DI extends further then this example and the chapter captures this idea. UbD focuses on the evidence we need to collect and, as aforementioned, what they teach. Meanwhile, DI encompasses the others, including: whom they teach, where they teach, and how they teach.
Knowing UbD and DI could be helpful when planning classroom assignments as they both give insight into the student body. Classrooms come in all shapes and sizes and contain students whose histories are all different, DI can help the teacher look past the differences as a challenge in order to help you find ways to maneuver them into your class. By successfully using your knowledge of DI and UbD the curriculum should be well-rounded and focused so that every student can have a chance to be effective in the classroom.
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