UbD/DI Chapter 1

This chapter taught me that both curriculum and knowledge are important for effectively teaching students of all learning styles, abilities, and backgrounds.  In their explanations for the logic behind UbD and DI, authors Tomlinson and McTighe say that, “quality classrooms evolve around powerful knowledge that works for each student.  That is, they require quality curriculum and quality instruction.  In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning,” (3).  I feel like this statement is perhaps one of the most important statements in the chapter because it explains what the core of strong, effective teaching is.  I think that if you are cognizant of this aspect of teaching, then you will be able to create units and lessons that provide optimal learning for students.  I understand what DI is, but I am still quite confused about UbD.  I know that if you use the two together, then you are effectively teaching students, but I don’t understand what the purpose of UbD is at this point.  I know that once I understand what UbD is better, I will want to use it in my teaching, but I honestly do not know how I would use it right now.  The axioms and corollaries that the authors used to explain how the two practices worked together seemed incredibly general to me and did not really help to explain them for me.  I’m hoping to understand UbD and how it works with DI better as I read more of the book.