DIFFERENTIATION

AND STUDENT CENTERED INSTRUCTION 1

Differentiation and Student Centered Instruction

Sarah Pazda

Regent University

In partial fulfillment of UED 496, spring 2020

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Introduction

Differentiation is a huge part of a classroom because each student learns differently and a

variety of techniques in instruction can work better for certain students. “Designed

differentiation is the deliberate act of modifying instruction or an assignment in order to

customize the effect to match the particular developmental level and skills of a student or group

of students” (Johnson 2009). Student centered learning also focuses on the needs of each student

and the unique side of each and every one of them. There are a multitude of ways to execute

differentiation. It can be done in different parts of instruction and learning activities. When each

student or groups of students needs are catered to, it promotes further learning for those students.

This happens because the instruction or activity is not too advanced, as it could be for other

students, and it is also not too low, where it does not challenge them enough. Differentiation

allows for the students to learn at their pace. Faith plays an important role in this topic. In one

way, God has given each person specific talents and each person is unique in the way God made

them. This is the same when it comes to how they learn. Each person is made differently and that

means they also learn differently. Centering teaching on each student is also important in the

same sense. God loves each one of us and we should love our students in the same way. When

we focus on student centered learning, we are able to hone in on each student’s learning abilities

and their character as well.

Rationale

My first artifact was differentiation in a lesson. For my lesson, we were learning about

how to summarize information found in non-fiction text. This means deciphering important and

interesting details. To start my lesson, I gave each group of tables a card sort. To differentiate the

sort, I gave the lower group an easier sort with hints and the higher groups a more challenging
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picture. They were to sort important and interesting detail based on the picture. They were to

infer what facts were just interesting and which ones were important, because the important ones

make up a good summary. This allowed the lower groups to analyze a picture that was easier to

understand and the higher groups were challenged a bit more. I continued on my lesson reading

an article and modeling how to create the best summary of each section and the whole article. I

continually emphasized the fact that it is necessary to identify important details not just

interesting facts.

My second artifact is a variety of small group lessons. For each group, depending on their

level, I did a different lesson. For the lowest two groups, I did an article on “The Amazing

Inventions of Thomas Edison.” This was designed as a lower level packet with catered questions

intended to reach each group in different ways. For this one, we read the article together and

created a summary of each section to make a summary for the whole article, because the

objective for that week was summarizing. The next group did a slightly more challenging read

that was a letter from Frances Perkins. We read it together at first and I went over some

vocabulary, as I did with every other group. After that, I helped them begin their summaries of

each section and they continued to work on them independently. For the last group, the highest

group, I gave them a brochure designed for their level. This brochure was on the Appellation trail

and after we read it through, they worked more independently to create their summaries. I

believe this is a great way to make sure different types of learners on different levels are being

challenged at the appropriate pace. Small groups is a great way to differentiate lessons or

activities to different types of learners.

Reflection
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It is clear to see how important differentiation can be. When each student is being

challenged at their level, they are being stretched to their potential. It is important to remember

that each student is different and because of this, each students has a unique skillset and were

created differently. “All students will not always find the same avenues to learning equally

engaging, relevant, and interesting. Further, differentiated instruction acknowledges that later

knowledge, skill, and understandings must be built on previous knowledge, skill, and

understandings—and that not all students possess the same learning foundations at the outset of a

given investigation” (2017).

Psalm 139:13-14 says “For you formed my inward parts; you knitted me together in my

mother's womb. I praise you, for I am fearfully and wonderfully made. Wonderful are your

works; my soul knows it very well” (BibleGateway). He crafted us each by hand and made us in

different ways. Luke 6:40 says, “The student is not above the teacher, but everyone who is fully

trained will be like their teacher” (BibleGateway). Students learn in different ways and they must

practice what they are working on to master their skills and hone in on their sills. Because each

kid is different, a student centered focus is important. For my last day of school at Arrowhead, I

gave each student in both classes a personalized note and encouragement, reminding them of

how special each one of them are. I think it is important that the students know that their teacher

recognizes them and appreciates each one of them in different ways. A little note like that can go

a long way and can encourages each student’s special abilities.

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References

(2017, April 18). 7 Reasons Why Differentiated Instruction Works. Retrieved from

https://inservice.ascd.org/7-reasons-why-differentiated-instruction-works/

BibleGateway. (n.d.). Retrieved from https://www.biblegateway.com/?version=9

Johnson, Ben. Differentiated Instruction Allows Students to Succeed. 3 Mar. 2009,

www.edutopia.org/blog/differentiated-instruction-student-success.