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Student Centered and/or Differentiated Instruction

Scarlett Palmieri

Regent University
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Introduction

Recent scientific research has shown that the pace of brain development varies among

children (Sousa & Tomlinson, 2011). With that information in mind, it is no surprise that the

“one-size-fits-all” approach to learning in the classroom is long out the door of the educational

world. In today’s world, differentiation in the classroom is no longer a want; it is a must. When

attempting to differentiate instruction, it is important to recognize that differentiation is not

simply a tool that can be readily pulled out of a teacher toolbox; instead it is a mindset, or a way

of thinking about teaching, learning and student success.

Rationale for Selection of Artifacts

To demonstrate my commitment to differentiated instruction, I have chosen to attach a

“Book Level Equivalency” chart that I utilized in order to plan for and instruct the small group

guided reading center each day. This chart enabled me to identify the reading stage of each

individual student and then choose Scholastic reading passages that were developmentally

appropriate for them. Furthermore, it allowed me to group students based on ability in small

group and instruct in a purposeful way that targeted learning gaps. By grouping students flexibly

based off of their DRA and Lexile scores, I was able to ensure that each student would receive

the instruction he/she needed. Within small group, students read the passages out loud, analyzed

them for various elements and answered teacher generated comprehension questions. Because

every student in the group was functioning on a similar level, my instruction was much more

effective than it could have been given students of various levels.

In addition to my first artifact, I have attached four guided reading lesson plans used for

the instruction of each of my guided reading groups. These lesson plans include weekly

concepts, high frequency words and vocabulary, facilitator prompts, word work, comprehension
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questions. They require myself, as the teacher-facilitator, to identify the comprehension

strategies and skills students will need to access while reading. Guiding reading groups are

dependent on ability level. Ability level is determined by various cumulative data, anecdotal

notes and assessment. The DSA (Developmental Spelling Assessment) and F&P (Fountas and

Pinnell text level gradient) are the two most frequently used ways to go about grouping students

for guided reading.

Reflection for Theory and Practice

Differentiation is not a concept in and of itself and in no way does it function

independently of teaching. Differentiation is not being everything for one student nor is it “an

isolated element that reduces teaching to a series of disconnected components that function

effectively apart from the whole.” (Tomlinson & Moon, 2013, p.1) On the contrary,

differentiation functions interdependently with teaching and works to support teaching efforts by

bringing about greater levels of student achievement and engagement.

In the differentiated classroom a student’s differences and unique learning needs are the

driving force behind all daily instructional decisions. A teacher who is utilizing a complete

model of differentiation is proactive and often asks themselves, “What do my students need to

learn in order to be successful in a given segment of learning?” and “What can I do to move

them forward?” (Tomlinson, Moon & Imbeau, 2015, p.3) With this in mind, I choose guided

reading passages that spoke to each child’s specific reading level and then grouped students of

the same level. Because I am teaching both ends of the spectrum, with about half of my day

being spent with the gifted students and the other half being spent with the inclusion students,

this way of grouping is very beneficial to both me and my students. Not only does it allow me to

differentiate my delivery and strategies, it allows them to receive the instruction they are in need
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of. My highest-performing group, for example, reads at an advanced 6th grade level, so for these

students it was only right to choose the guided reading passages assigned with the letter W, X or

Y. If these students are not provided with a challenge they immediately disengage. My lowest

performing group reads at a fourth grade level, so for these students it was necessary to choose

passages that fell in the intermediate Q,R,S range.

To effectively differentiate, teachers must know the curriculum they are planning to teach

well and be ready to incorporate continuous assessment into the fabric on the classroom

(Kronowitz, 2011). By reading the passage selections in advance to teaching them in small group

and brushing up on my knowledge of fiction and nonfiction texts beforehand, I was able to

provide the students with the quality instruction they deserved. In my opinion, if I don’t know

what I’m teaching, there is no way I can expect a student to know either. Teachers must also be

willing to modify instructional components based upon three criteria: content, process, and/or

product. Content refers to the information students must learn to reach the learning goals, while

process refers to the ways in which students go about reaching that goal. Product on the other

hand refers to the ways in which students demonstrate their understanding of their learning. In

the instance of these guided reading passages, I differentiated by content. After these lessons, it

was apparent that differentiating by content comes fairly easily to me. In the future, I would love

to experiment with differentiating by process and/or product.

Lastly, teachers can differentiate through all these ways according to a student’s

readiness to learn, interests and/or learning profile through a variety of instructional strategies

such as graphic organizers, independent assignments, small group, scaffolding and learning

centers. As a teacher who seeks the welfare of each and every one of my students, differentiation

is paramount.
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References

Holy Bible, NIV.

Kronowitz, E. L. (2011) The teacher’s guide to success. Pearson.

Sousa, D., & Tomlinson, C. (2011). Differentiation and the brain: How neuroscience

supports the learner-friendly classroom. Bloomington, IN: Solution Tree.

Tomlinson, C. & Moon, T. (2013). Differentiation: An overview. Assessment and student success

in a differentiated classroom, Chapter 1.

Imbeau, M., Tomlinson, C. & Moon, T. (2015) Assessment and student success in a

differentiated classroom. Alexandria, VA: ASCD.