Chapter 1: UbD and DI: An Essential Partnership

1. After reading the preface and Chapter 1, what logic do you find for joining Understanding by Design and Differentiation? In what ways do these arguments make sense for your school?
2. The axioms in this chapter reveal beliefs that guided development of Understanding by Design. The corollaries following each axiom reveal beliefs that guided development of Differentiated Instruction.
   1. Look at each set of axioms and corollaries and discuss what would happen if educators focused their practice on the axioms without the associated corollaries or on the corollaries without the preceding axiom? Do you see either omission happening in classroom practice in your school or district? Do you see practice which sometimes disregards elements of both axioms and corollaries in a set? What are likely outcomes of the omissions? How would the scenarios differ if the teachers in them disregarded the axioms, corollaries, or both?
   2. What other axioms or corollaries would you propose for the list offered in Chapter 1?