Running head: STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

Student Centered and Differentiated Instruction

Margaret Karlov

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

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Introduction

Proverbs 22:6 says, “Train up a child in the way he should go; even when he is

old he will not depart from it” (ESV). This scripture has been foundational in my

teaching philosophy and perfectly demonstrates the need for student-centered,

differentiated instruction. Differentiated instruction entails, “varying the instructional

activities in the class by selecting specific types of activities for each student, based on

his or her individual learning characteristics and learning style preferences” (Bender,

2017). This recognizes the unique nature that God created every individual with, obeying

the command of training EACH child in the way HE shall go. When this happens,

students are the focus of education and their growth is apparent.

Rationale for Selection of Artifacts

I conducted a Language Arts read-aloud and mini-lesson lesson teaching

comparing and contrasting that demonstrates student-centered and differentiated learning.

This lesson was taught to a group of 21 first-grade students with a great variety of

learning needs. Many students had IEPs, one student was marked with ED, and others

were reading at a 5th grade level. Therefor, I created and modified my lesson to cater to

all students in unique ways. To begin my lesson, I asked students to make predictions

about the book and engaged them with other discussion questions. I consistently geared

difficult questions towards my higher students and gave clues to the lower ones. Then, I

read the book aloud to them, pausing often to repeat information, make connections, and

discuss important information. At the end of the reading, we summarized and discussed.

Following the read aloud, I had my students rotate to face the Promethean board, which

featured a Venn diagram. We used the bunny and mouse from the read-aloud to practice
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comparing and contrasting. I called on students to provide similarities and differences

and filled the information in as we went along. Finally, I gave the students a

comprehension worksheet to complete. I used a multiple-choice version for my lower

students and a short-answer for my higher ones.

My artifacts for this lesson include the Venn Diagram Promethean activity with a

read-aloud and my differentiated comprehension worksheet. I will also include my lesson

plan, which states my differentiation methods. By using a read aloud on the front carpet

and a corresponding Venn diagram activity, I engaged students with many different

learning styles. There was visual learning, listening, discussion, and moving. Students

who respond well to books and discussion benefited from the read aloud. Visual learners

were accommodated through the Venn diagram mini lesson. I differentiated my

discussion by asking harder questions to high students and giving more clues to lower

ones. Finally, I had students move around many times, giving me different signals, for

those that need movement.

To match my lesson, I differentiated the comprehension worksheets based on the

read aloud. I provided a short-answer version for higher students that need more of a

challenge. I gave two of my lowest girls a multiple-choice version of the same worksheet.

Finally, I modified the short-answer worksheet for my ED student by having a TA scribe

his answers. He is fully capable of forming the correct answers, he just needs assistance

put them down on paper. I created all of these modifications to ensure each student was

given the best chance to grow and succeed. The purpose of differentiation and student-

centered learning is to train up a child in the way HE or SHE must go, recognizing and

accommodating their needs in order to help them flourish.

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Reflection of Theory and Practice

Differentiation and student-centered learning is crucial in the classroom setting. It

is the, “deliberate act of modifying instruction or an assignment in order to customize the

effect to match the particular developmental level and skills of a student” (Johnson,

2009). It is an intentional act to recognize the unique strengths and weaknesses of the

child while bringing them to the appropriate learning objectives. Without this, school

would not be effective for every student.

Differentiated instruction is exciting, engaging, and effective for students. One

article states that, “differentiated classrooms operate on the premise that learning

experiences are most effective when they are engaging, relevant, and interesting to

students” (Masten, 2017). Students will not be nearly as engaged if the instruction is not

relevant or interesting to them, thus they will learn less than they could if the lesson was

differentiated. Schools cannot neglect the needs of the individual if they have any desire

to help them grow.

By considering students individual learning needs, teachers are demonstrating the

love of our Perfect Father, who knitted them together uniquely in their parents’ wombs.

One of my greatest goals in teaching is to make every child feel loved. I hope to help

them understand and to feel understood. I believe I can practically accomplish this

through differentiation. I will use a variety of teaching techniques, activities, and

assessments to address every learner. I will focus on my students being the center or my

teaching. Finally, I will consistently remind myself of my purpose as a teacher: to serve

my students in the best ways I possibly can. It is all about them.

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References

Bender, W. N. (2017). 20 Strategies for Increasing Student Engagement. [N.p.]: Learning

Sciences International.

Johnson, B. (2009, March 03). Differentiated Instruction Allows Students to Succeed.

Retrieved April 5, 2019, from https://www.edutopia.org/blog/differentiated-

instruction-student-success.

Masten, M. (2017, April 17). 7 Reasons Why Differentiated Instruction Works. Retrieved

April 5, 2019, from http://inservice.ascd.org/7-reasons-why-differentiated-

instruction-works/.