Running Head: STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION 1

Student-Centered and/or Differentiated Instruction

Beverly Leftwich

Regent University
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Introduction

For students to be successful in the classroom, it is the responsibility of the teacher to

modify and adapt the content, process, or product of lessons. Differentiation is important because

no two students are the same, and within any given class, there are several different learning

levels. Teachers need to have a strong sense of who their students are when it comes to their

strengths and weaknesses and be able to adapt so that student needs are met.

Rationale for Selection of Artifacts

For my first artifact, I presented examples of three reading group lesson plans. The

students in my first-grade class vary in DRA levels and all need to be met where they are. I have

a total of four reading groups and I meet with three of them daily. The higher of the two groups

meet with me every other day. Students were grouped based on their instructional needs and

these groupings may change several times. I differentiated and maintained student-centered

lessons by choosing reading material that was appropriate for each group, by selecting teaching

points specific to strategies that individual students used within the group, and focused on

different word study sorts. It is important to know where students are as a unit evolves

(Tomlinson & Moon, 2013). Students are assessed regularly through running records and

DRAs. As students progress, or even digress, I made accommodations or moved students to

different reading groups.

My second artifact displayed examples of a math assignment that my students completed

at the end of a lesson on coins. Students showed the value of a collection of pennies, nickels,

dimes and quarters whose total value is 100 cents or less (MA.1.3.2.). I introduced and taught

part of the lesson in a whole group setting. During the guided practice portion, I realized that
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there were several students who were struggling with the concept. I modified the lesson for the

following day and decided to reteach it in a small group setting. I also modified the final

product. Some students were struggling with adding and writing a collection of coins greater

than $.30 while others could count and write a collection of coins up to $.99. A simple

modification in this assignment was a way to focus on the student and differentiate based on

student ability level.

Reflection on Theory and Practice

A teacher who is differentiating understands a student's needs to express humor, or work

with a group, or have additional teaching on a skill, or delve more deeply into a particular topic,

or have guided help with a reading passageand the teacher responds actively and positively to

that need (Tomlinson & Allan, 2000). The artifacts I have chosen demonstrate how I

differentiated instruction based on the needs of my students. Teachers can differentiate through

content, process, or product. I utilized small group instruction and modified a math assignment

based on students readiness level.

Just like Jesus meets us where we are, we as teachers are to do the same with the children

in our classroom. I believe that as Christians, we are held to a higher standard. Romans 12:6-8

tells us that we have different gifts, according to the grace given to each of us. If your gift is

prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is

teaching, then teach, if it is to encourage, then give encouragement; if it is giving, then give

generously; if it is to lead, do it diligently; if it is to show mercy, do it cheerfully (New

International Version). I like to apply this same principle to my classroom. Just as Christ has

given us different spiritual gifts, our students come to us with different abilities, talents, and gifts.

Some are far more advanced than others, while many are lacking in areas of reading, writing, and
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number sense. I am to love them just the same and pray that God show me how to reach them.

Although the content and standards I must teach are the same for all students, the roads I take to

teach them will not be the same for everyone.

I am also reminded of Luke 6:31 which tells us to do to others as you would have them

do to you (NIV). I often ask myself, How or what would I want my teacher to do if I were

struggling with grasping a new skill or concept? I could ask the same for an advanced learner.

How can I challenge students who are above average academically? Just as I would want a

teacher to meet me where I am, my students are asking the same.

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References
Tomlinson, C.A. & Moon, T.R., (2013). Assessment and Student Success in a Differentiated

Classroom. Alexandria, VA: ASCD.

Tomlinson, C.A. & Allan, S. D., (2000). Leadership for Differentiating Schools & Classrooms.
Alexandria, VA: ASCD.