Running Head: STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION

Student-Centered and/or Differentiated Instruction

Sierra Allen
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2016

Student-Centered and/or Differentiated Instruction

Introduction
Every student is unique and has their own learning needs. The sooner a teacher
understands their students differences and works to incorporate individualized methods of
instruction, the more successful their classroom will be. Differentiation is simply providing
students different paths of learning based on their needs and learning levels. This can include
changing the type or delivery of an assessment, including instruction based on their learning
style, or letting the student present their knowledge in a more comfortable way. The common
methods of differentiation are through content, process, product, or learning environment.
Addressing a students learning needs through differentiation not only shows a commitment to
ones students, but will provide the most accurate assessment of their knowledge. When given
the right tools, learners can exceed all expectations.
Rationale
The first artifact chosen is a document containing four poems that were used during
center work. The students in this class are broken into groups based on their math and reading
levels. Using these levels, I was able to pick out poems that were tailored to their needs. Some
groups were given simple poems that were easy to follow and had much more literal meanings,
such as Please Dont Read This Poem and The Snowman. The students in this group were able to
read these poems along with me and discuss the vocabulary. The first poem was chosen to be
extremely simple, so that the lowest reading level could get an introduction, then move onto the
second poem. The third and fourth poems were a little more challenging. These were for the
readers who were either on-level, or above a third grade reading level. These poems, The
Bluebird and Little by Little, were meant to be challenging, yet accessible, for this group. The
student discussions around these poems were very productive.

Student-Centered and/or Differentiated Instruction

The second artifact chosen is a lesson plan from an introduction to patterns. The lesson
had a few levels of differentiation in it, based on what the students needed. I found a program
that allowed me to make patterns on the Promethean board. To aid visual learners, I was able to
use this program to make the patterns throughout my explanations. I let students tell me what
kind of patterns to make and explain their thinking of why it was a growing or repeating pattern.
Then, to help kinesthetic learners, we created pattern staircases. This allowed the students to use
blocks in order to make patterns by following a table. Some students didnt want or need to use
the blocks, but others really loved being able to make the pattern and see the change. Lastly, I
was able to include an enrichment activity for students who understood the material quickly.
This asked the students to make more complex growing patterns that made them think deeply
about what came next.

Reflection
Learning how to incorporate differentiation has been a much more challenging than
expected. Often, its easier to just get through the lesson and remediate later. But addressing
these areas head on can save time and prevent misunderstandings with students. If a teacher
plans ahead for students they know will struggle with the material, and makes this material more
accessible, they are going to get much more positive results. One of the first steps of planning a
differentiated lesson is putting what is easiest out of mind. When choosing instructional
approaches, think about what is needed for learning, not just what is comfortable for teaching.
How much should we talk and how much should we let learners do? How much should we
cover and how much should we help learners uncover? (Wiggins, 1998, p. 242) A teacher

Student-Centered and/or Differentiated Instruction

needs to consider their students needs before their own. Making the work easier or harder is not
the goal. It is all about accessibility.
Differentiation levels the playing field for students. Theres a well-known quote that says,
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole
life believing that it is stupid. The source of this quote is unknown, although it is often
attributed to Albert Einstein. The quote is a strong visualization of what we, as teachers, do
whenever we asks students to conform to one learning style. The Theory of Multiple
Intelligences, popularized by Harvard professor Howard Gardner, focuses on psychology and
identifies eight different intelligences. These are eight different ways that one can process and
sort information and helps explain how they can make deep connections. According to Partin,
Schools have traditionally stressed and rewarded linguistic and logical-mathematical
intelligence. Many contend this narrow conception of intelligence has shortchanged those
students whose talents lie in other forms of intelligence. (Partin, 2005, p. 155) Students who do
not learn in the traditional method of lectures and reading should not be discounted as unable to
learn. Instead, differentiation provides a bridge to learning for these students and brings the
material to them.
As a Christian educator, the ability to think of a student holistically, as a learner and child
of God, is vital. We put the time and effort into learning about their needs because it shows them
a Christ-like love. Sometimes, being the hands and feet of Jesus is the only way we can witness
to our students. The Bible says, But if anyone has the worlds goods and sees his brother in
need, yet closes his heart against him, how does Gods love abide in him? (1 John 3:17 English
Standard Version) We cannot look at the needs of our students and decide that they are not worth
the time or effort. Rather, as a Christian teacher, I have to be willing to sacrifice my time and

Student-Centered and/or Differentiated Instruction

energy to create lessons that help this student succeed. When it is time to make decisions, I
always put myself last. Teaching is a special profession because we get to follow the footsteps of
the greatest Teacher there ever was. Seeing Christs ability to lay down everything, including his
life, for his followers and disciples makes it much easier to sacrifice on behalf of my students.
When it comes to decision making, above all things, I am a representative of Christ in my school
and in my classroom.
References
Partin, Ronald L. Classroom Teacher's Survival Guide: Practical Strategies, Management
Techniques, and Reproducibles for New and Experienced Teachers. San Francisco, CA: JosseyBass, 2005. Print.
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA:
Association for Supervision and Curriculum Development, 1998. Print.