Running head: STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 1

Student-Centered and/or Differentiated Instruction

Kristen Clark

Regent University

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

Introduction

Student-centered and differentiated instruction is important to have in any classroom. It

helps to ensure that students are able to take part in their learning and helps the learning process

best suit the needs of the student. With student-centered and differentiated instruction, a teacher

can help ensure that students are engaged in the lesson and learning in a way that they learn best.

Rationale for Selection of Artifacts

The first artifact that I selected was a math manipulative box that was provided for each

student in my first-grade placement. These boxes were available for students to use whenever

they needed them. The boxes included a small clock, play money, counting pieces, and a number

line. The lid also has a rekenrek (an arithmetic rack, like an abacus), made from pipe cleaners

and beads, that students were able to use when adding and subtracting. This box was a great

resource for students to use because it was available to help them with various math topics; for

example, when they worked on word problems, they had three options in their math boxes to use

to help them solve the problem they could use the number line, the counting pieces, or the

rekenrek. With these boxes, a way of differentiation was provided as students were able to use a

manipulative that best served their need if they were in need one.

The second artifact I chose was a graphing lesson I taught. This lesson incorporated

elements for auditory, visual, and kinesthetic learners; furthermore, it involved student-centered

learning activities. During this lesson, the students first viewed a Brain Pop Jr. video on

pictographs, this benefited both auditory and visual learners as they were able to listen and watch

the video. Then, the students participated in two graphing activities. These activities were

student-centered and benefited the visual and kinesthetic learners. These two activities included a

Lucky Charms graphing activity and a Rock, Paper, Scissors graphing activity. These activities
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were done in a rotation, so two tables began with the Lucky Charms graphing activity and two

tables began with the Rock, Paper, Scissors graphing activity; then, after ten minutes they

switched activities. Through these two activities, the students were able to learn more about

graphing on their own by graphing their results from Rock, Paper, Scissors and by graphing the

Lucky Charms marshmallows. During these activities, I only served as a facilitator, walking

around and assisting students as well as asking questions about their graphs to check for their

understanding, while the students were involved and engaged in their learning.

Reflection on Theory and Practice

Student-centered instruction and differentiated instruction are important aspects of any

classroom. By incorporating student-centered instruction into the classroom, the learning process

becomes focused on the student, rather than the teacher. Then, with differentiated instruction, the

teacher teaches in a way that help the students best learn, whether it is teaching to the various

learning styles of the students or teaching in ways that meet each students needs. These forms of

instructions are essential in making sure that students are engaged in learning and are able to

learn best.

First, student-centered instruction helps engage students in their learning. Brown (2008)

says that student-centered instruction is a form of active learning where students are engaged

and involved (p. 30). It is a way of learning in which students are able to learn by being

involved in their own learning, rather than just listening to a lecture or observing someone else.

Brown (2008) notes that student-centered instruction occurs when the planning, teaching, and

assessment revolve around the needs and abilities of the students (p. 30). With student-centered

instruction, the teacher becomes a guide and facilitator rather than a lecturer, allowing the

students to become responsible for their learning. Furthermore, instruction with student-centered
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learning can become more meaningful to students as the teacher can help apply and relate it to

the students interests, educational needs, and lives (Brown, 2008, p. 31). This can help the

students to become more invested in their learning.

Next, differentiated instruction helps to ensure that each student is able to learn. Dixon,

Yssel, McConnell, and Hardin (2014) show the idea behind differentiated instruction when they

say, because any classroom with more than one student presents a range of diverse learning

needs, teachers often struggle to provide all their students with focused learning activities

specifically designed to what works best for them (p. 112). To remedy this, differentiated

instruction can be used to reach the learning needs of each student. Instruction can be

differentiated based on student understanding, interest, and preferences by content, product, and

process (Powell, 2012, p. 147). Differentiation can occur by using manipulatives, allowing

students to work together, or giving students choices in completing an assignment (Powell, 2012,

p. 148). Furthermore, differentiation can help to maximize student growth by meeting each

student where he or she is and assisting in the learning process (Dixon et al., 2014, p. 113).

Differentiation requires the teacher to be flexible in their teaching in order to help students learn

better, rather than requiring students to change their way of learning (Dixon et al., 2014, p. 113).

Overall, differentiation is an important facet of education today, with the purpose of teaching so

each student can learn, it is crucial to implement into a classroom because not every student is

the same.

In closing, my faith has greatly impacted my views on student-centered and differentiated

instruction. I believe that all students can learn, but not all students learn in the same way. I am

reminded of this in Romans 12:6 when it says, We have different gifts, according to the grace

given to each of us. . ., as well as in Psalm 139: 14 which says, I praise you, for I am fearfully
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and wonderfully made. . . (English Standard Version). Both of these verses show the idea that

God made each of us differently; therefore, if we know that each person is made uniquely, how

can we expect each person to learn in the same way? This idea has helped to shape my ides on

education and student learning, because each person is different we cannot expect everyone to

learn in the same way. Student-centered instruction and differentiation help to recognize this idea

and help to ensure that all students are able to learn.

References

Brown, J. K. (2008). Student-centered instruction: Involving students in their own education.

Music Educators Journal, 94(5), 30-35. Retrieved from http://0-

search.proquest.com.library.regent.edu/docview/197186463?accountid=13479

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014, 06). Differentiated instruction,

professional development, and teacher efficacy. Journal for the Education of the Gifted,

37, 111-127. Retrieved from http://0-search.proquest.com.library.regent.edu/

docview/1534291388?accountid=13479

Powell, S. (2015). Your Introduction to Education: Explorations in Teaching (Edition 3. ed.).

Boston, Massachusetts: Pearson.