Running Head: STUDENT CENTERED AND DIFFERENTIATED LEARNING 1

Student Centered and Differentiated Learning

Hannah Hopper

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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Introduction

One of the most significant characteristics to an effective teacher is the ability to

differentiate instruction that encompasses all the unique learning styles in a classroom.

Differentiation puts the students needs first and in effect produces a student-centered

environment. Differentiation requires the teacher to constantly assess the students and discover

how each child learns best. Because each child is made with unique needs and personalities,

differentiation must be implemented in the classroom in order for each child to reach their

potential.

Rationale for Selection of Artifacts

The first artifact I chose was a math lesson focusing on identifying numeric patterns. I

began this unit thinking the students would grasp the concept quickly and would apply their prior

foundation of patterns to the new concept. This, however, was not the case and required me to

constantly adjust and reflect when planning my lessons. This unit of patterning was an objective

where I differentiated my math groups based on the content. I had one math group who was not

understanding the relationship between input and output tables. Because of this, I had to get

creative about how to remediate the students and take a few steps backwards to ground their

foundation better. I did this by using manipulatives, scaffolding the content, and slowing down

the pace of my instruction. My other two math groups were progressing at a faster rate; therefore,

I tiered their instruction using complexity. I taught the same objective but enriched it by

incorporating word problems and challenged the students by having them transfer their

knowledge in an independent walk about. As one of my math stations, I created a walk about

with varying input and output tables. I wanted this to be an opportunity for the students to move
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around the classroom to complete their work. The students loved this activity and excelled in

completing the different tables.

Another way I created student-centered learning through this math lesson was by using

their feedback to guide instruction. I asked the students what type of activities they enjoyed the

most and overall the students reported they loved using white board slates. I used this interest

and created a lesson that involved slates. It appealed to auditory learners because I asked

questions to facilitate deeper understanding, appealed to visual learners because I used input and

output tables to demonstrate the patterns, and appealed to kinesthetic learners by allowing them

to write their answers on the white board. I extended the lesson with my higher math groups by

prompting them with questions for them to explain their thinking using math terms.

The second artifact I chose incorporated differentiation by having varying reading groups

based on level, but also involves multiple activities that appealed to visual, audio, and kinesthetic

learners. Reading groups were one of my favorite lessons to teach because each group brought

unique strengths and weaknesses. I loved getting to facilitate each group and witness what

worked best for each group. There were three reading groups and each group had student-

centered activities that appealed to their interests. This group of students loved activities that

were hands on and allowed them to be proactive in their learning. Because of this, majority of

the reading group strategies were used with manipulatives, sorting cards, or some type of activity

that required their participation. I saw a huge improvement with the lower group who struggled

with decoding words and phonemic awareness. In order to cater to their needs, they participated

in engaging activities that helped strengthen this area. One of my favorite activities to facilitate

was wording building using magnetic letters on a cookie sheet. The students had to build

different words given by the teacher to practice building words using their word study pattern.
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This was a perfect example of creatively taking a task such as spelling different words and

having the students interests and desires in mind to create fun and engaging strategies to learn.

Reflection on Theory and Practice

One of the greatest aspects I learned during my student teaching experience was

the value of assessing and reflecting on each lesson. I found myself writing lesson plans days in

advance, only to go back and adjust them due to how the students were progressing. Using

formative assessments to drive instruction was a huge part of differentiating instruction to meet

the students where they were. I never wanted to go through the motions and check off the boxes

while the students were not progressing in their understanding. One of the most important keys

to differentiation is starting with the end goal in mind. When I learned about background design

at Regent University, I was thoroughly confused as to how it would play out in the classroom.

Naturally, though, this is how I viewed my lesson plans each day. I started by listing the learning

outcomes I wanted the students to meet and understand and then filled in the gaps to how I

would instruct the students to ensure they met the learning goals. In Instruction for All Students

(2008), it lists several nonnegotiables for differentiation. A few listed are to, Not differentiate

who will learn what but rather how we will teach and Use multiple sources of data to inform

decisions about instructions (Rutherford, 2008, p.199). By using a range of formative

assessments on a daily basis, I was able to drive differentiation in the classroom.

Differentiation and student-centered learning work simultaneously in the classroom, and

when it occurs the students are able to have a fair chance of reaching their potential.

Differentiation can happen by altering the content, process, and content. In an article by

Edutopia (2015) it says, Content is comprised of the knowledge, concepts, and skills that

students need to learn, process is how students make sense of the content, and product is giving
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choices where students pick from formats (3 Ways to Plan for Diverse Learners: What

Teachers Do, 2015). When educators create a mix of all three of these, the students respond to

learning based on readiness, interests, and learning profile (3 Ways to Plan for Diverse

Learners: What Teachers Do, 2015). I have found it is imperative to use all three types of

differentiation and not just one. When the activities are based on interest and learning type, it

places the focus on the students and how they can direct their learning, rather than what is

convenient for the teacher. Student centered learning is seen best when teachers focus on the

students needs, abilities, and interests (Student Centered Learning, n.d.). Student centered

learning must prohibit the students to be an active participant in their learning and look at how

the kids learn, rather than at what there is to teach (Student Centered Learning, n.d.). This was

what I loved the most about my time during student teaching. I loved the creative avenue I was

given as a teacher to decide how I would teach the curriculum to the students, based on their

needs and interests.

As a Christian educator, I identified how this type of mindset directly correlated with the

example seen with Jesus. Jesus provided the perfect example for reaching a large audience with

different backgrounds, needs, and abilities. Jesus attracted large crowds as he traveled through

different cities sharing messages; however, he never lost sight of the individuals in the crowd.

Jesus always saw the individual and reached the lost through his ability to effectively

communicate. In Luke 15, it provides three parables which all consists of the same theme of

searching and pursuing the lost. It provides a Parable of the Lost Sheep, Parable of the Lost

Coin, and Parable of the Prodigal Son (English Standard Version). When I look at this chapter

in Luke, I notice a few things about Jesus character that can be represented through a teacher in

the classroom. Jesus never compromised his message; yet, he found different ways to
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communicate it to the people. He used stories, created imagery, and related to the different

backgrounds of the people. The same is true when differentiating. An educator should never

compromise the curriculum, yet, should find a range of ways to teach the students based on their

previous knowledge or learning type. Another component I noticed about Jesus character was

his ability to focus on the individual. He never lost sight of the person and his purpose behind the

message. When comparing this trait to teaching, I never want to lose sight of the children I am

entrusted with. I desire to look at children with respect and discover what they bring to the

classroom. I desire for my students to feel loved in the classroom and that their presence adds to

the unique DNA of the class. I also desire to teach with a vision and purpose that drives my

teaching philosophy and style. I desire to teach with vision that sees beyond the day to day

lessons and can direct the students in reaching their potential as a student emotionally,

cognitively, and physically.

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References

McCarthy, J. (2015). 3 Ways to Plan for Diverse Learners: What Teachers Do. Edutopia.

Retrieved February 25, 2017, from https://www.edutopia.org/blog/differentiated-

instruction-ways-to-plan-john-mccarthy.

Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK Publications.

Student Centered Learning. (n.d.). Office of Faculty and Instructional Development. Retrieved

February 25, 2017.