Running head: DIFFERENTIATING INSTRUCTION 1

Student Centered and/or Differentiated Instruction

Arrykka S. Jackson

Regent University

February 5, 2017

As required for EFND 595: Field Experience/ Student Teaching, Spring 2017
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Student Centered and/or Differentiated Instruction

Differentiating student instruction remains a priority in classrooms because of the impact

it has on students learning and comprehension. Educating students is fundamentally a part of

teaching; great planning, including differentiation and student-centered learning, is essential to

ensuring the education of students. Elementary educators must support learners as they blossom

into more independent learners. Differentiated instruction gives students the support they need to

eventually become educated, contributing members of society; it uses the lens of equity to mold

citizens who are ready to lead responsibly (Rutherford, 2008).

Rationale for Selection of Artifacts

The two artifacts I chose for this paper show use of instruction differentiated

based on learning style and scaffolding for struggling learners. The second artifact is a choice

board that differentiated the students product based on learning style. We did a unit on animal

adaptations and this was their final product. The first artifact is a snowman; it displays the

various models of multiplication. This activity was set up in the math centers that the students

circulate through Tuesday through Friday. The students constructed a snowman that depicted the

multiplication models discussed in class. The students were required to construct the snowman

and choose one of the multiplication facts that we covered in the unit. This competency requires

you to know and understand your students. It also allows you to show use of various skills such

as nonlinguistic representation. Using pictures and models allows students to process the

information in a different way. Integrating multiple levels of thinking allows students time to

incorporate the information in their brains through multiple avenues. Dean, Hubbell, Pitler and

Stone (2012) state that [r]ecent research continues to support the recommendation that teachers

explicitly teach students how to use nonlinguistic representations and promote the use of these
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strategies as a way for students to enhance their learning and achievement. In using the models

in a creative way, the students were able to practice making those nonlinguistic representations in

mathematics. They are now more likely to use these strategies on their own to solve similar

problems.

The second artifact is a choice board that differentiated the students product

based on learning style.

The students fell into the categories: naturalist, mathematical-logical, verbal-linguistic, musical-

rhythmic, bodily-kinesthetic, visual-spatial, interpersonal, and intrapersonal. We did a unit on

animal adaptations and this was their final product. I chose to focus on the areas of verbal-

linguistic, bodily-kinesthetic, and visual-spatial for this choice board. Based on their inventory, I

gave them a selection of 4 to 6 options to express their product. Galford (2014) states that as a

teacher you must [t]each with your students in mind. Help your students to take ownership of

their own learning by providing choices based upon their interests and learning styles (42).

This choice board gave students the choice and ability to incorporate more of themselves into

their learning in a unique way.

Reflection of Theory and Practice

As a teacher, it is important to empower students as independent learners. When students

are challenged and see that there is integration of their particular modality, they are more likely

to engage. In my Teaching Mathematics for Elementary, the teacher referenced the need for

progression from the concrete and tangible to the representation to the abstract. This progression

can be very difficult to attain, yet in using nonlinguistic representations and models, I have found

success. Van de Walle, Karp, and Bay-Williams (2010) stated that children benefit from a few

activities with models and no context. The purpose of such activities is to focus on the meaning
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of the operations and associated symbolism (157). I do believe that incorporating some of these

activities in mathematic instruction is helpful. As the students worked on this activity, I

circulated and was able to answer any questions and provide corrections of any misconceptions.

I feel that focusing on students learning needs is important as an instructor. The students

were extremely engaged because they had a choice in their learning. It is important as a teacher

to become a docent in the education of your students. If you give students the proper tools and

strategies, based on what they need, they will go further. Along with differentiation based on

learning style is scaffolding and providing the basic support that students need for them to

become successful in the classroom.

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References

Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B.J. (2012). Classroom instruction that works:

research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development.

Galford, K. (2014). Making it relevant. In Bigler, P., Doyle, S., & Drosinos, K. (Eds.), Teaching

is tough! A practical guide to classroom success (pp.42-43). Quicksburg, VA: Apple

Ridge.

Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK

Publications.

Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2010). Elementary and middle school

mathematics: Teaching developmentally (7th ed.). Boston, MA: Pearson Education.