Original Contribution Capstone Portfolio ACE

Every student who enters the classroom is unique and learns differently from their peers.
Differentiating instruction enables the educator to adjust the curriculum and learning
environment in order for all students to effectively learn while utilizing their individual abilities.
The best way to achieve differentiated instruction in the classroom is to utilize a student-centered
approach that acknowledges students as the primary focus of learning and is structured in various
ways to successfully meet their individual needs and abilities. According to Ahmed (2013), In a
student-centered classroom, students are actively learning and they have greater input into what
they learn, how they learn it, and when they learn it as they are directly involved in the learning
process (p. 22). From the knowledge I have gained throughout the masters program at
American College of Education regarding differentiated instruction and providing effective
professional practices, it is my belief that student-centered learning is an effective instructional
approach that allows students to take responsibility for their own learning.
Incorporating a student-centered approach within the curriculum changes the roles of the
educator and students. Providing a cross road at each step during the learning process allows
students to select their personal direction they will choose to satisfy their learning goals.
According to Svinicki (2015), Individuals who have choices associated with their efforts are
more likely to adopt a mastery orientation (p. 3). Within this delivery approach, information is
not forced upon the students, but instead conceptual ideas and prompts are provided allowing
individual students a choice of how they will achieve successful outcomes. When students are
allowed to deliver a response however they see fit within a student-centered learning

environment, it removes the overwhelming task of the educators responsibility of creating a

multitude of lessons.
Student-centered learning creates a personal investment within students individual
learning path. This approach demands accountability while empowering students with a diverse
array of delivery strategies. Lam and Cheng (2009) quote Deci and Ryan (1991) by stating,
Intrinsic motivation involves the highest degree of self-determination and its owner has inherent
employment in doing the task (p. 566). Collaborative efforts contribute to the learning process
by allowing the students to accomplish their learning goals while achieving group success.
Ultimately, this approach is the principal framework utilized in real-world application.
Collaborative opportunities with fellow colleagues and action research assisted in my
personal decision to adjust the mindset and commit to accomplishing the delivery of instruction
in a manner that provides all students with confidence and the desire to succeed academically
and in society. As Trisdiono (2013) states, Teachers should change their mindset and
acknowledge that learning should enable students to actively engage in the learning process (p.
39). Developing the appropriate tools and strategies to implement an effective differentiated
instructional approaches and provide a rich student-centered environment requires planning and
time. If educators attain the confidence, motivation, and courage to try innovative approaches
that enhance instruction and achieve a student-centered differentiated learning environment, then
they are influencing those same characteristics among their students to achieve learning success.
In order to achieve a differentiated learning environment where all students are provided
opportunities to achieve success, a student-centered approach will accomplish this vision.
Student-centered learning is a powerful tool that satisfies individual student accomplishments
while contributing to holistic classroom achievement and success. A common clich we use

when speaking of cognitive learning appropriately fits with the concept that arriving to a solution
requires out of the box thinking. As an educator of an increasing amount of diverse learners in
the twenty-first century, it is necessary to adapt the curriculum to foster a thriving educational
environment.
References
Ahmed, A. K. (2013). Teacher-centered versus learner-centered teaching style. Journal of Global
Business Management, 9(1), 22-34.
Lam, S., and Chen, R. W. (2008). Teacher and student intrinsic motivation in project based
learning. Instructional Science, 37, 565-578.
Svinicki, M. D. (2005). Student goal orientation, motivation, and learning. Retrieved from
ideaedu.org/wp-content/uploads/2014/11/Idea_Paper_41.pdf
Trisdiono, H. (2013). Project-based learning in teachers perspectives. DIJE, 2, 34-40.