UbD Chapter 1 Response

I thought that breaking down the components of Understanding by Design and Differentiated Instruction into axioms and corollaries was extremely helpful in allowing me to understand what the two concepts are all about and how they work together (especially after reading Chapter 9).  I did have one specific question arise while reading page 9, however, and it is something that I feel is important to consider when drafting lesson plans and implementing them.  In the scenario following Axiom 5, Mr. Axelt provides his students with the same assignment and questions and he differentiates the resources given to the students based on what he knows about their strengths and weaknesses.  For example, the text says, “[s]tudents who have a need for support with vocabulary received a key vocabulary list of essential words and clear explanations of the words.  Students who need structure in gathering data worked with a graphic organizer designed to help them categorize ideas they found.  Mr. Axelt also designated resource materials at various levels of difficulty… Students are generally accustomed to such designations… and generally select resources appropriate for them” (Tomlinson & McTighe, 9).  While I understand how this example demonstrates differentiated instruction and I can see how students might benefit from materials and aids that are tailored to their needs and capabilities, I am curious as to how these differing resources are implemented into the classroom in a way that is either confidential or does not make students feel “grouped” in terms of their abilities or lack thereof.  In other words, how do teachers effectively prevent segregation that may lead to bullying or self-confidence issues while still using differentiated instruction?  This is something that I will want to be aware of in my future classroom as I do not want my students to feel segregated.