Running head: STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

Student Centered and Differentiated Instruction

Madeline Keever

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2018

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Introduction

A range of learning abilities exist in most classrooms and it is the teacher’s task to ensure

that every student receives adequate instruction. Through my student teaching experience, I have

worked with learners of many styles and needs. Within the first two weeks of teaching I began to

figure out which of my students needed extra assistance, which students connected more with

visual learning mediums such as educational videos, and which students operated best

individually or in groups. Instead of disregarding students who appeared disengaged, I sought

answers that would explain their lack of interest. Steven Turner states that, “Students who are

disengaged from the learning process need the same opportunities and meaningful classroom

experiences that other students receive” (2011, p. 123). Therefore, simply giving up on

disengaged students was not as option, and as Turner explained, not only do they need,

“differentiation [and] standards-based instruction” they also need “a concerned, caring teacher to

sustain and support them while they learn” (2011, p. 123). To have a successful, student-centered

classroom, I wanted to pay close attention to my student’s needs and engage every student on a

level that would be both interesting and attainable for them.

Rationale for Selection of Artifacts

To demonstrate how I have incorporated student-centered learning and differentiation

into my lessons I have attached two separate artifacts. The first artifact is a group of pictures

taken from a pre-assessment activity I helped co-write and co-teach with my teacher. The

students were each given a historical event, placed in a small group, and instructed to stand in

chronological order. This Human Timeline activity assessed prior historical knowledge and gave

the student’s some control of their own learning through community discussion. Turner states

that one strategy for enhancing student-centered learning is to, “Draw out and use students’
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preexisting knowledge to enhance instruction” (2011, p.124). This was the intended result of the

human timeline activity.

The second artifact that I have included is a lesson plan that I co-wrote with my

cooperating teacher and taught independently. Included in this lesson are a variety of teaching

strategies, mediums, and differentiated instruction based on learning needs. This lesson exhibits

strategies supported by Carol Radford who stated, ““Differentiated instruction means the teacher

will provide… A balance between whole-class, pairs, small groups and individual learning”

(2013, p. 158). This lesson provided all three opportunities.

Reflection on Theory of Practice

Differentiated and student-centered instruction is necessary in any classroom to create an

environment that supports multiple learning styles and needs (Worthington, 2018, p.148). Lesson

plans are not a one-size fits all solution for teaching a class. As Anne Worthington states, it is

“sometimes necessary to scaffold instruction for students who [need] more support than others”

(2018, p.148). I have implemented differentiated by identifying students for small group,

providing one-on-one instruction for students with special needs, and by “providing choices to

students as to how they will complete a task” (Radford, 2013, p. 158). I actively incorporate a

variety of learning mediums into my lesson plans such as group work, lecture, videos, reading, or

discussion. I have found that student-centered instruction is essential with middle schoolers

because of the amount of energy they have. “It has also been argued that student-centered

learning activities… can improve students' interpersonal and intrapersonal skills, including their

problem-solving, verbal, and critical thinking skills, and resource management skills”

(Worthington, 2018, p.139). By allowing students to have control over their own learning, I can
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assess them in a variety of environments. This is helpful, especially for those students who

perform better through activity instead of testing.

Having a student-centered classroom is one way to honor God and show my student’s

that I care about them. Sometimes as an educator, it is easy to get caught up in what I want to

teach, or in my lesson plans. However, Philippians 2:3 (ESV) states, “Do nothing from selfish

ambition or conceit, but in humility count others more significant than yourselves.” If my lesson

plan does not connect with some students, I must be humble and flexible in my approach and put

their needs before my own. This might result in slowing down my lesson or scratching an

activity altogether. Differentiated instruction means going the extra mile and getting to the heart

of teaching and through it, the heart of my students.

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References

Radford, C. P. (2013). Strategies for Successful Student Teaching: A Guide to Student Teaching,

the Job Search, and Your First Classroom. Boston: Pearson.

Turner, S. L. (2011). Student-centered instruction: Integrating the learning sciences to support

elementary and middle school learners. Preventing School Failure: Alternative Education

for Children and Youth, 55(3), 123-131. doi:10.1080/10459880903472884

Worthington, T. A. (2018). Letting students control their own learning: Using games, role plays,

and simulations in middle school U.S. history classrooms. The Social Studies,109(2),

136-150. doi:10.1080/00377996.2018.1460791