Running head: STUDENT CENTERED AND DIFFERENTIATED LEARNING 1

Student Centered and/or Differentiated Learning

Sonya Swartzentruber

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

STUDENT CENTERED AND DIFFERENTIATED LEARNING 2

Introduction

Equality in education can most easily be found in a classroom that implements

differentiation. If teachers are teaching every student the same information, using the same

methods, not every child is being given equal opportunities to learn. Before differentiation began

to play a role in the school system, students were all taught the same information in the same

way, regardless of their ability levels, interests, et cetera, which did not allow students to be

challenged or reach their full potential. There are many ways to differentiate instruction in the

classroom and although it can take some extra time to plan for, it is worth the time if students are

getting the most out of their education. While differentiation is of the utmost importance in the

classroom, it should also be paired with student-centered learning. Although teachers may want

to plan lessons that are enjoyable or easy for them, they should be teaching lessons that are

created to benefit students.

Rationale for Selection of Artifacts

The first artifact I chose to demonstrate my competency in differentiated instruction is a

group of math exemplars I created to challenge the students in my class who were achieving at

higher levels. There were several students in the class who had little to no trouble working out

math problems, but there were still a large number of students who were still having trouble with

math, which is why I decided to create exemplars for the higher achieving students. It is essential

for teachers to be challenging students because if they are never challenged, they will grow bored

and they will not even be given the chance to reach their potential. I created four different types

of exemplars, dealing with fractions, money, addition, and time. The exemplars also have

varying levels of difficulty, which also differentiates instruction. While these exemplars were

created for students who are already achieving at higher levels, some students are not ready for
STUDENT CENTERED AND DIFFERENTIATED LEARNING 3

the most challenging exemplar, while others are, which is why I made different levels. Some

students were ready for the most challenging exemplars; however, other students were ready for

a challenge, but not as difficult of a challenge. These exemplars helped challenge students who

were getting bored with grade level material, while also allowing the rest of the class to continue

learning what needed to be covered.

The second artifact I chose to demonstrate my competency in both student centered

learning and differentiation is a homophone lesson I created. For this lesson, students were doing

a homophone scoot, which means that I put cards up around the room with questions about

homophones and students walked around the room with a recording sheet and wrote down their

answers. Every ten seconds, I would tell the students to scoot and they would move to the next

card in the room and put their answer on their paper. Once students completed the homophone

scoot activity, we went over the answers as a class and discussed why their answers were correct

or incorrect. Students thoroughly enjoyed this lesson and were engaged throughout. Not only did

students enjoy the lesson, but they also learned about homophones and I was able to look over

their recording sheets to assess what they knew or had trouble with. I differentiated this lesson by

walking around the room with students who had IEPs and reading the cards aloud to them. I also

differentiated the lesson by giving students a little more time to finish answering the questions if

they did not have a chance to finish.

Reflection on Theory and Practice

Differentiating instruction and created a student-centered learning environment are

necessary, in order to meet the needs of students. Differentiation evens the playing field of

education and allows every student equal opportunities to learn and reach their full potential.

According to Rutherford (2008), teachers need to acknowledge, understand, and respond to the
STUDENT CENTERED AND DIFFERENTIATED LEARNING 4

differences in, and needs of, the learners to be taught (p. 199). Each student is unique and has

varying needs and struggles, which is why teachers should be differentiating instruction to meet

the needs of every student. If teachers are only planning lessons that reach the average student,

they are not giving the lowest or highest students much of a chance. There is a large achievement

gap found in schools today, but according to Valiandes (2015), over a longer amount of time,

differentiation could narrow the achievement gap between students if used constantly and

effectively (p. 21). Differentiation can take time and effort; however, it is necessary to meet the

needs of every student and allow students an equal opportunity to learn and achieve.

When teachers are planning and teaching lessons, they should also be sure to center them

around the students, rather than around themselves. Student centered learning should be both

engaging and effective. According to Wiggins and McTighe (2005), an engaging lesson is found

to be thought provoking, fascinating, and energizing by diverse learners (p. 195). Wiggins and

McTighe (2005), also believe that an effective lesson is one that helps learners become more

competent and productive of worthy work (p. 195). It is easy for teachers to get carried away

and plan lessons that they would like to teach, but it is far more important to plan lessons that

will benefit the students. The most effective lessons are the ones that are engaging, effective, and

that address the needs, interests, and abilities of students.

My faith greatly impacts my beliefs about student centered and differentiated learning.

Romans 12:4 says, For as in one body we have many members, and the members do not all

have the same function, so we, though many, are one body in Christ, and individually members

one of another (ESV). Biblically speaking, each person is different and they serve different

functions, just as students do in the classroom. As a Christian educator, I choose to celebrate the

uniqueness of each of my students. It should be seen as positive that students are different
STUDENT CENTERED AND DIFFERENTIATED LEARNING 5

because every student can add something unique to the classroom. Each student has differences,

whether it is to a small degree or to a large degree. Because of the fact that each student is

different and has different needs, I differentiate each lesson to meet the needs of each student,

rather than writing lessons that only meet the needs of the average student. Romans 12:6 says,

We have different gifts, according to the grace given to each of us (NIV). Not only is every

student unique, but they also have been given different gifts. There are students who love to

write or draw or act, which is why I also choose to differentiate instruction to meet the interests

of my students. God made each individual special and unique, which is why I choose to

differentiate my instruction to cater to the needs and interests of each individual student.
STUDENT CENTERED AND DIFFERENTIATED LEARNING 6

References

Rutherford, P. (2008). Instruction for all students (2nd ed., p. 135). Alexandria, Virginia: Just

ASK Publications & Professional Development.

Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading

in mixed ability classrooms: Quality and equity dimensions of education effectiveness.

Studies in Educational Evaluation, 45, 17-26. Retrieved March 27, 2016.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River,

NJ: Pearson.