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Every student who enters the classroom is unique and learns differently from their peers.
Differentiating instruction enables the educator to adjust the curriculum and learning
environment in order for all students to effectively learn while utilizing their individual abilities.
The best way to achieve differentiated instruction in the classroom is to utilize a student-centered
approach that acknowledges students as the primary focus of learning and is structured in various
ways to successfully meet their individual needs and abilities. According to Ahmed (2013), In a
student-centered classroom, students are actively learning and they have greater input into what
they learn, how they learn it, and when they learn it as they are directly involved in the learning
process (p. 22). From the knowledge I have gained throughout the masters program at
American College of Education regarding differentiated instruction and providing effective
professional practices, it is my belief that student-centered learning is an effective instructional
approach that allows students to take responsibility for their own learning.
Incorporating a student-centered approach within the curriculum changes the roles of the
educator and students. Providing a cross road at each step during the learning process allows
students to select their personal direction they will choose to satisfy their learning goals.
According to Svinicki (2015), Individuals who have choices associated with their efforts are
more likely to adopt a mastery orientation (p. 3). Within this delivery approach, information is
not forced upon the students, but instead conceptual ideas and prompts are provided allowing
individual students a choice of how they will achieve successful outcomes. When students are
allowed to deliver a response however they see fit within a student-centered learning
when speaking of cognitive learning appropriately fits with the concept that arriving to a solution
requires out of the box thinking. As an educator of an increasing amount of diverse learners in
the twenty-first century, it is necessary to adapt the curriculum to foster a thriving educational
environment.
References
Ahmed, A. K. (2013). Teacher-centered versus learner-centered teaching style. Journal of Global
Business Management, 9(1), 22-34.
Lam, S., and Chen, R. W. (2008). Teacher and student intrinsic motivation in project based
learning. Instructional Science, 37, 565-578.
Svinicki, M. D. (2005). Student goal orientation, motivation, and learning. Retrieved from
ideaedu.org/wp-content/uploads/2014/11/Idea_Paper_41.pdf
Trisdiono, H. (2013). Project-based learning in teachers perspectives. DIJE, 2, 34-40.