Running head: STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION 1

Student Centered and/or Differentiated Instruction

Chanmi Yang
Regent University

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

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Introduction

My first student practicum placement with a first-grade class at Rosemont Forest

Elementary was filled with interesting writing prompts, coloring activities and stories books, but

this year is different with Mrs. Wilson and Mrs. Chamberlain’s fourth grade homerooms. To

prepare students to adjust to the learning routines in fifth grade and middle school, I have had the

opportunity to incorporate practical resources, such as Chromebooks, dry-erase white boards or

paper worksheets. Although this may seem less enticing for those who are visual or hands-on

learners, my small group settings to provide attention grabbers, interactive practice, and foster

exciting group learning environments that have been catered to their strengths and personal

interests. In this competency, are included two artifacts that showcase how I have chosen to

support students’ varying learning styles and needs. The first artifact is a worksheet that I created

to further integrate and asses students’ knowledge of number sense. This worksheet allowed me

to include components for students who are visual, hands-on, and auditory learners. The second

artifact is a small group that included the use of white-boards and dry erase markers and

incorporated language arts and writing. While the students show proficiency in their

understanding of numbers, many students struggle with spelling and complete sentences.

Rationale for Selection of Artifacts

The first competency includes a hands-on worksheet representing number sense, using

greater, less than or equal values. For my learners that are visual, I created a chart, wrote a set of

directions in the top corner, and provided a visual example of a problem I wanted them to create

themselves independently. Before allowing students to begin the worksheet, I went through and

verbally explained the instructions and learning objectives for my auditory learners. In addition, I

added an independent work problem where my kinesthetic learners could express their
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knowledge of number sense creating a concrete example. During each small group session,

verbal expressions for their ideas for the make-up word problem was encouraged. As students

got excited about created their own word problem, using any two of their favorite things, I was

encouraged to continue catering future non-formative learning assessments to students’ interests.

Initially, I had thought of just adding a chart, but the additional word problem allowed me to

assist students with their spelling, sentence formation, and grammatical choice of words. As the

students went through and created their problems, assisting the students one on one allowed me

to differentiate which students truly understood the concept from those who only understood the

concept using numbers and symbols.

The second artifact was a small group session on place value. All throughout the past two

years, my instructors have emphasized the need to differentiate and tier small and whole group

instruction. I incorporated dry-erase boards, place value mini-reference cards, number words

mini-reference cards, and a variety of pre-made number cards. This purpose of this small group

activity was to reinforce the students’ understanding of numerical place value. Each student was

given the same few numbers at first, but some of the starting numbers were too simple for

students. Thankfully, I had prepared number cards in advanced for those who finished earlier.

Based on the students’ understanding of numerical place value and position, I would hand out

numbers of appropriate difficulty to each student. Once they finished writing out the place value

and position of the underlined digits, I had them confirm their answers with me, write out the full

numbers in written form, and refer to the number word cards for a spelling guideline. This way, I

could help those who needed one on one assistance and still challenge the faster students.

Through constant repetition and practice, students who understood the concept well were able to
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assist their peers in correcting wrong answers and explaining the right solutions. Each group was

picked randomly through popsicle sticks so there was a mix of proficient and struggling students.

Reflection on Theory and Practice

In regard to this competency, my instructors at Regent have always emphasized the need

to tier small groups to the different levels of learners in the classroom. Not until this experience,

have I realized the need to tier small groups. My first couple of small groups included material

that was the same for each student, but after speaking with Dr. Flannagan last week, she was the

one who instructed me to tier my small groups for the students who were finishing much faster

than I had expected. As quoted in study completed by Boonstra et al., “Explaining things to one

another and discussing subject matter may lead to deeper understanding, to recognition of

misconceptions, and to the strengthening of connections between new information and

previously learned information” (Boonstra, et al., 2016, p. 6). By allowing students to freely

socialize and work together during small groups, both proficient and struggling students have

been able to enjoy learning and the community of their peers.

Coming into student teaching, I was praying that the Lord would inspire me to go above

and beyond in honoring my students and finding precious connections. Growing older, I became

less confident in myself, my abilities, and my value, hindering me from becoming the individual

God was calling me to be. School became harder to manage, and I struggled to find the meaning

behind gaining an education. Eventually, the Lord sparked a vision inside of me to use my

learning to impact the next generation for the better. He gave me new confidence, instilled a new

vision within my heart, and sent me precious people to build me up stronger along the way. Just

as the Lord and my parents have shown me an immense amount of grace throughout my learning

experience in high school and college, my heart is that I would do the same for my students in
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the classroom. I want to extend hope, purpose, vision, and strength to the next generation

through the model I set in the classroom each day. I want my students to be assured that they

matter, and they have the ability to change the world through their actions and outlook on life.

Through small group planning and in-class initiations, I have been able to cater my assignments

towards my students’ preferences and include interesting questions that allow me to make

healthy connections with my students, so that I can become, not only a teacher, but a friend,

encourager, and light to my students.

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References
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative

Learning in Higher Education: Evoking Positive Interdependence. CBE life sciences

education, 15(4), ar69. doi:10.1187/cbe.16-07-0219