Running head: STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION

Student-Centered and Differentiated Instruction

Colleen Rowan
Regent University

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

STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

Introduction
The most effective instruction is student centered instruction in which students gain their
own understand by becoming active participants in their learning. The role of the teacher in this
type of instruction is to facilitate student learning by encouraging students to explore the material
for themselves. The teacher must also provide a variety of instructional strategies that cater to the
varying learning styles of each individual student. When the teacher allows students to
participate in their own learning and utilizes a number of different instructional strategies,
optimal student learning will occur.
Rationale for Selection of Artifacts
My first artifact is a lesson plan I created that introduces students to the topic of erosion.
This lesson plan incorporates several different instructional strategies and activities that
differentiate the instruction in order to cater to as many differing learning styles as possible. The
newspaper article reading and note taking are effective for visual, linguistic, and interpersonal
learners. The discussion and group work caters to intrapersonal learners. The video also provides
effective instruction for both visual and auditory learners. This lesson was designed to present
the material in as many different ways as possible, so that every student could learn in the way
that they are most proficient. This artifact also contains examples of student work and the frayer
model that was completed as a whole group. These examples demonstrate that the students were
active participants in their learning throughout the lesson. The students, during this lesson, read
an article, took notes, participated in discussions, watched a video, and completed a graphic
organizer. All of these activities show how the students were engaged throughout the entire
lesson and were given many opportunities to gain their own understanding.

STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

My second artifact is a lesson plan I created for adding decimals. This lesson plan
demonstrates differentiation through the organization of groups according to skill level. This
lesson also shows that students participated throughout the lesson by answering questions and
practicing problems during the instruction. The students were not merely observers but
contributors to their learning.
Reflection on Theory and Practice
I feel these lessons were effective in the classroom because the students had to participate
and as a result were constantly engaged. The math lesson especially required the students to use
immediate practice and instantly told me whether or not the students understood the concept.
Utilizing groups for math also increased students engagement and allowed me to better observe
student understanding. Comparatively, when on a different occasion I taught whole group math
utilizing a lecture method, it was difficult to engage all of the students throughout the lesson.
Although I attempted to keep the students involved by asking questions and having students
come to the front to practice solving problems, only a handful of students could actually
participate and as a result several students lost interest in the lesson. When utilizing small math
groups, however, all of the students participated in some way and were engaged in learning.
The science lesson also kept students engaged but with cooperative learning. This was
effective because it gave student the opportunity to immediately communicate their
understanding with peers and work together to further their understanding. According to the
authors of Classroom Instruction that Works, cooperative learning is so effective because it
provides an environment in which students can reflect upon their newly acquired knowledge,
process what they are learning by talking with and actively listening to their peers, and develop a
common understanding about various topics. (Dean, Hubbell, Pitler & Stone, 2012). I feel this

STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

lesson was also effective because students really enjoyed working together, and whenever
students are having fun they will be more interested in the lesson and engaged in learning.
I believe it is important to differentiate instruction for students because I care about each
student and I want them to know that it is alright learn differently or at a different pace than other
students. In her book Instruction for All Students, Paula Rutherford makes the following
statement regarding differentiating instruction: We need to make sure we connect with all
students in ways that cause them to see us as trustworthy and invested in their success
(Rutherford, 2008). I care about students and want them to succeed because Christ has called us
to show love to all people. Jesus said, A new commandment I give to you, that you love one
another, even as I have loved you, that you also love one another. By this all men will know that
you are My disciples, if you have love for one another (John 13: 34-35, NAS). Being a
Christian influences all aspects of my life, including teaching. I want to show love for each and
every student that enters my classroom by building relationships with them and providing them
with the best possible instruction to meet their individual needs.

STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION

References:
Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works . Boston:
Pearson.
Rutherford, P. (2008). Instruction for All Students. Alexandria: Just Ask Publications and
Professional Developement.