Running Head: ARTIFACT A: STUDENT CENTERED INSTRUCTION

Artifact A:
Student Centered Instruction
Haley Howerin
Regent University

Artifact A: Student Centered Instruction

2
Artifact

Group 1-Level J
(Orange Group)
Student 1, Student 2, Student 3, Student 4, Student 5, Student 6
Book Level J: May and Martha and Max
M-Word Work Only
T-Preview, predict, and read
Discuss beginning, middle, and end, problem and solution, characters
W-Reread, refresh on characters as well as problem and solution
Discuss character traits and tie in connection. (Text to text, text to self, text to world)
Th- Reread to work on fluency, making connections, and chunking
F-Word Study Assessment
Group 2-Level K
(Blue Group)
Student 7, Student 8, Student 9, Student 10, Student 11, Student 12
Book Level K: The Popcorn Book
M- Word Work Only
T-Preview and predict, read
Discuss beginning, middle, and end, problem and solution, characters
W- Reread, refresh on characters as well as problem and solution
Discuss character traits and tie in connection. (Text to text, text to self, text to world
Th- Reread and use spinners and cubes to engage the students in reading
F- Word Study Assessment Only
Group 3-Level M
(Green Group)
Student 13, Student 14, Student 15, Student 16
Book Level K: Lyle, Lyle, Crocodile
M- Word Work Only
T-Preview and predict, read
Discuss beginning, middle, and end, problem and solution, characters
W- Reread, refresh on characters as well as problem and solution
Discuss character traits and tie in connection. (Text to text, text to self, text to world
Th- Reread and use spinners and cubes to engage the students in reading
F- Word Study Assessment Only
Group 4-Level O
(Yellow Group)
Student 17, Student 18, Student 19, Student 20
Book Level O: The Boxcar Children: Mystery Ranch
M- Word Work Only
T, W, Th- read 1 CHAPTER together and research/type on computer
Play main idea/inference game
F- Word Study Assessment Only

Artifact A: Student Centered Instruction

Rationale
The artifact attached above is a sampling of lesson plans centered on the students
needs. The lesson plans are of the Guided Reading and Word Study time of the day
where the students work on their reading and spelling skills. At the beginning of the
year, the students are separated into groups based on their levels of reading and word
study ability. Then, they have lessons planned to build on their knowledge and enrich
what they already know. The sample above are the lesson plans aimed towards the
groups for the students in the classroom, and how each group has different levels and
activities to enrich the students. The lower groups have books appropriate to the
students skill levels, and have activities that help teach the students and gain knowledge
on the reading skills. The higher groups have lesson one-on-one time with the teacher,
because they are more self-reliant that the younger groups, and do not need to be guided
as much. The lessons have games that are centered on enriching the students and help
them practice the skills they already possess.
I chose this artifact because it shows how I took the individual learner needs and
planned ways to teach the students based on the needs. Each group has been separated
into the groups that fit them best, and I specifically picked out books that fit into the
levels of those students. Levels J and K are the lowest groups in the class, so these
groups have more time scheduled to work with me one-on-one. The books chosen are at
a lower level to fit the needs of the students, and so that they are not too hard for the
students to read. It is a time for the students to practice their fluency and chunking, as
well as practicing their skills with making connections and comprehension of the text.
The higher levels are able to read chapter books, and work more independently, because

Artifact A: Student Centered Instruction

they are more advanced than the lower groups. I chose books for the level M group to
read, while the highest group, level O, was able to chose the book of their choice. This
group also has opportunities to research online as well as in the library topics based out of
the book the group is reading.
At Regent University, I took a course based on creating curriculum. This class
was about creating curriculum to address the needs of the students, as well as creating
curriculum using Backward Design. The class stressed the need to acknowledge the
needs of the students, rather than just creating lessons to get the information taught and
done with. Students need to sincerely understand the information presented to them,
rather than just hearing the information yet not knowing what to do with it. Our class
book stated, To understand a topic or subject is to be able to use (or apply, in Blooms
sense) knowledge and skill wisely and effectively (Wiggins and McTighe, p. 43). In
order to completely understand, the students need to learn in a way that addressed their
needs. Students who are learning information above their level can get confused, and fall
behind, and my lesson addresses the needs and levels of the students. The Standard set
out by Regent University asks to choose an artifact that shows student-centered evidence,
and the artifact above shows the student-centered requirement.

Reflection
I chose the artifact above because it clearly shows my understanding of the
Standard set out by Regent University. Differentiation has not been my strong point in
the Student-Teaching process, but I believe this artifact shows my growth in the
understanding of how to differentiate based on the students needs. Lessons should be
based around the students, and the Guided Reading portion shows my understanding of

Artifact A: Student Centered Instruction

how to center my lessons around my students needs. This artifact is an example of my

understanding of the students needs, and my desire to address their levels of
understanding.
My Religious upbringing has taught me to stay patient with people, and get to
know those around me before I judge them and come to conclusions about how they act.
I have been able to use this knowledge in my second placement because they students
could seem frustrating at times, but it is because they may not understand the information
being taught. I have been able to be patient and really learn about my students needs, so
I can address them appropriately. Students are complex and all different, and the key is
to be patient with them, and understand their needs so that you can clearly address them.

Artifact A: Student Centered Instruction

References
Wiggins, G., & McTighe, J. (2006). Understanding by design. (2nd ed.). Upper Saddle
River,New Jersey: Pearson Education, Incorporated.