Running head: STUDENT-CENTERED AND/OR DIFFERENTIATED 1

Student-centered and/or Differentiated Instruction

Micayla Chapman

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

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Student-centered and/or Differentiated Instruction

Introduction

Differentiation in the secondary education classroom is common practice since each

teacher typically has four to five classes with students in each that have varying needs for their

learning experience. Differentiation can occur based on special education accommodations,

learning styles, or advanced and/or gifted needs. In my first student teaching placement, I was

assigned to a teacher who taught two inclusion core classes with a special education teacher, one

regular core class, and one advanced. This dynamic allowed me to explore differentiation on all

levels of learning. With help from my cooperating teacher and inclusion teacher, I was able to

teach the same standards while making sure my students had the special accommodations needed

to succeed. At this middle school, there are A days and B days and typically both days are all

receiving the same lesson just differentiated. For my artifacts, I decided to present the lesson

plan and some of the materials from Day #4 of our class novel study, A Long Walk to Water.

There is a lesson plan, PowerPoint, and literature circle meeting template for the advanced class.

The inclusion and regular core classes have a differentiated lesson plan and PowerPoint that

teach the same standards as the advanced.

Rationale for Selection of Artifacts

When I was first planning the A Long Walk to Water class novel study, I wanted to

greatly differentiate between the core and advanced classes. This novel is at a core standard

reading level, so it would be easier and faster for the advanced class to read through it. Also,

there were only enough books for one class to be able to take the books home. Since the

advanced class has more advanced readers with the capability of doing more sustained reading, I

decided that they would be able to take the books home while the other classes used a class set.
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This meant that the advanced class could do more at-home preparation, so I decided that

literature circles would be an easy and effective way for every student to have a specific job and

thus an individual grade. According to Tobin (2012), “…taking on specific roles aids students in

generating their own ideas about what they have read and engages students in discourse with

their peers”, also “…students gradually assume responsibility for their own comprehension,

interpretation, and understanding of the text, guided by the roles assigned to them” (pg. 41).

Using literature circles with a digital component keeps everyone involved and engaged. They

would still have a group participation grade based on the group leader’s leadership, reflection,

and team members’ self-assessments of the literature circle meetings each class.

For the inclusion and regular core classes, they were given time to read in class and most

of the time I read-aloud or student volunteers would read sections of the book. These classes still

had similar discussion and reflection through a chapter guide that they completed after they read

each chapter. This was a way to assess their comprehension and critical thinking throughout the

novel. The main differentiation between these two lessons was the facilitation of reading and

comprehension, taking into consideration the needs of the inclusion classes, while also doing

something more difficult with the advanced class. The decisions behind these lesson plans and

activities were centered around the students’ capabilities which is important because it made the

novel easier to work with as a class.

Reflection on Theory and Practice

In the classroom, differentiation is key for students to succeed and this means that

personalized learning should be more relevant to the typical classroom. According to Bevan-

Brown, McGee, Ward, and MacIntyre (2011), “Personalizing learning is a “package deal” where

all components are of vital importance and all contribute in an integrated fashion to facilitating
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student learning. It provides the framework for the development and delivery of effective,

evidence-based teaching” (pg. 87). In theory this makes sense, however practically this can be

more difficult to implement. Therefore, I think literature circles were a good way for the

advanced to have more discussion-based learning that was based on their own learning and

understanding of the novel. However, differentiation for the inclusion classroom tends to be

defined by the IEPs of the students. There are some students that require read-aloud, copies of

notes, etc. and this adds another layer to personalization. It takes a lot of work to make sure the

regular core students needs are being met because they do not have IEPs or advanced

comprehension. These students are the middle-ground, so how does one personalize the average,

middle-ground student or classroom? According to Suprayogi, Valcke, and Godwin (2017), “the

key is the emphasis on teacher professional development” (pg. 298). By promoting greater

understanding of students and their culture, background, IEPs, gifted capabilities, etc. while also

equipping teachers with the necessary tools and resources to foster a better learning environment,

there will be actual sustainable results.

Where does my faith and Christian worldview fit into differentiated instruction? My

desire to differentiate and meet my students’ needs has to do with my desire to ensure that every

student is welcomed to my classroom. I think about 1 Peter 4:8-10 which says, “above all, love

each other deeply, because love covers over a multitude of sins. Offer hospitality to one another

without grumbling. Each of you should use whatever gift you have received to serve others, as

faithful stewards of God’s grace in its various forms”. When I am in my classroom ensuring that

all my students are cared for and loved, it is because I want to serve them with my ability to

teach no matter their circumstances. There may be days when my students are frustrating me or I

feel inadequate, but I must continue to serve my students without grumbling because that reflects
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Christ’s love for them. As a Christian, I must set the example that every student should feel

belonging and acceptance when they walk into my classroom.

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References

Bevan-Brown, J., McGee, A., Ward, A., & MacIntyre, L. (2011). Personalizing learning: A

passing fad or a cornerstone of education? New Zealand Journal of Educational Studies,

46(2), 75-88. Retrieved from http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/922263513?accountid=13479

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of

differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301.

doi:10.1016/j.tate.2017.06.020

Tobin, M. T. (2012). Digital storytelling: Reinventing literature circles. Voices from the Middle,

20(2), 40-48. Retrieved from http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/1288617208?accountid=13479