Student-Centered and/or Differentiated Instruction 1

Student-Centered and/or Differentiated Instruction

Isabella Szczur
Regent University
Student-Centered and/or Differentiated Instruction 2

Introduction
Student centered and differentiated instruction are an important part of the classroom. By

using these the teacher can adjust the way they teach so as to benefit their students’ opportunity

to learn. Not every person understands content the same way and some will struggle to learn no

matter what. As a result the teacher needs to be able to provide different opportunities and

examples the students can learn from. Examples of this would include kinesthetic (a more

interactive and hands on experience), visual, and auditory learning techniques. By implementing

these kinds of activities the teacher can help the student to gain a new understanding of the

material and its application.

Rationale for Selection of Artifacts

The first selected artifact is a Quizlet set of vocabulary terms for unit 5. The students are

usually given a time period of ten minutes to do vocabulary review for the unit they are in.

Quizlet is a very useful tool to use for vocabulary review as it allows for the students to use

different tools to learn the material. It provides options for flashcards, quizzes, matching and

games for student use. Each of these provide a different chance to learn the material in a new

way. The flashcards will help to improve student memory as they begin to associate the key

terms with the definition. The quizzes are able to give the students an opportunity to assess their

prior knowledge of the terms, how well they are to remember and reflect their continued growth.

One of the most useful features is the ability for students to hear the words and definitions read

aloud to them by the website. This helps to assist those who might need auditory aid to better

further their learning. The matching and games allow for a different application as it applies both

visual and kinesthetic aspects to the activities. The students are dragging and dropping the terms

to their counterparts or typing in the matching term to stop an asteroid from hitting the planet.
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The result of using Quizlet as a review tool is that students are given different opportunities to

apply the knowledge they gain about the vocabulary terms.

The second artifact submitted is an assignment sheet describing a project on checks and

balances in the government. The students are tasked with either making an informative brochure

or PowerPoint presentation about the checks and balances of each branch of the government.

This worksheet does not display differentiated learning, but does reference the kinds that will be

used in the final product. Not only are they going to be using their notes, but the students will be

applying visual and kinesthetic aspects to their finished product. They will need to provide visual

references/examples of the checks and balances between branches of government. The

introduction of a visual aid component allows students to be creative with how they make their

brochures while at the same time applying a kinesthetic aspect to the project. Visual learners will

also benefit as they are writing their information for each branch. Lastly, the introduction of a

brief presentation aspect will benefit visual and auditory learners as the checks and balances of

each governmental branch are discussed.

Both of the artifacts mentioned above are beneficial to student centered learning and

differentiation. Each artifact allows for the students to apply the content knowledge in different

ways. For the Quizlet the students are able to choose which format they wish to review in. With

so many different options available from the website, it benefits more than just one type of

learner. The brochure activity allows students to apply their content knowledge in a way that will

help to teach others while they themselves are given a refresher. The required use of visual aids

and the choice between Power Point or a handmade brochure, can appeal to the students as they

are not restricted to just one format. It allows for more student choice, freedom and creativity as
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they work with the required elements. These aspects help to make the artifacts great fits for this

competency.

Reflection on Theory and Practice

During the course of my education at Regent University I have not usually seen this

competency enacted. There are occasions where there are group projects and presentations for

classes, but those are not frequent. In a major course such as GOVT 240 or ECON 120, specific

use of differentiated or student based learning is very limited. Many teachers are focused on

teaching from the Power Point while the students jot down notes. However, from my past

experiences and present experiences in Education courses I have seen and learned much about

differentiated learning. I have gained an understanding of how important it is in the classroom

and how it can assist both the teacher and the students as they learn about a topic. In order for

differentiated learning to work “a culture has to be created where the practice of differentiated

instruction can develop and thrive.” (Benjamin, 2010 p.193) Creating an environment where this

is possible can be difficult, but the rewards are many.

In addition, applying differentiated instruction helps the students greatly by not limiting

them to just one form of instruction. It is an approach that “enables teachers to plan strategically

to meet the needs of every student.” (Stollman, Meirink, Westenberg & Van Driel, 2019) Direct

instruction from a slideshow can be very helpful and is needed sometimes, but there needs to be

an opportunity for the students to connect and apply what they know and what they are learning.

As mentioned before, it can be difficult for teachers to stray into this new territory of changing

the way they teach. Some teachers are so comfortable with what they think is the best way to

teach or learn material, that they fail to recognize the lack of comprehension some students might

have. It can be challenging trying to come up with unique ways to appeal to the different types of
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learners in every lesson. I know that in my personal experience I have sometimes struggled with

creating an activity or worksheet that would benefit a kinesthetic learner. It is a lot easier to just

focus on auditory and visual learners as they require less interactive opportunities. However, if I

were to stick with the attitude of only doing what was easy I would not make for a very good

teacher. As such it is a personal goal to try and appeal to each kind of learner in my lesson plans.

Activities such as read aloud worksheets and highlighting key phrases, are fantastic examples of

how students can learn and benefit from the application of more than one learning style in a

lesson.

As a Christian I am called to serve others, and as a teacher I am called to serve my

students. By taking the time to plan my lessons so they benefit my students and meet their needs,

I am able to serve them. By teaching children about the world around them I am guiding them to

make wise and informed decisions. I am not keeping them in darkness but guiding them toward

the light. Because I love my students I want to honor and encourage them to continue learning

and working toward their goals. As their teacher it is my job to “provide individual students with

appropriate teaching and guidance” (Smit & Humpert, 2012) in the classroom. Through

differentiated instruction I am able to create an environment where all students are able to learn

to the best of their ability. In a student centered environment I can help each student by taking

the time to learn where they struggle and assist them where I am needed. With the grace of God I

plan to use my knowledge and skills as a teacher to guide these children into the future. I want

provide them opportunities to better understand the world around them and to grow as

individuals through their time in my class.

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References:

Benjamin, A. (2010). Differentiated instruction. Childhood Education, 86(3), 193.

Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and

Teacher Education, 28(8), 1152-1162. doi:10.1016/j.tate.2012.07.003

Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive

cognitions of differentiated instruction in a context of student talent development. Teaching and

Teacher Education, 77, 138-149. doi:10.1016/j.tate.2018.09.003