Running head: STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 1
Student-Centered and/or Differentiated Instruction
Mercedes Schuppe
Regent University
In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2020
Running head: STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 2
Introduction
Every child is unique. They bring different talents, learning styles, and various skills into
the classroom. It is imperative that educators get to know their students and learn the strengths
and weaknesses of every student. Differentiation takes place when a teacher focuses on their
students’ abilities rather than just the content. “Differentiated teaching occurs when a teacher
plans a lesson that adjusts either the content being discussed, the process used to learn or the
product expected from students to ensure that learners at different starting points can receive the
instruction they need to grow and succeed.” (Victoria State Government, n.d.).
Rationale for Selection of Artifacts
The first artifact I chose is a lesson plan and materials I created for a literacy center. The
center I was responsible for teaching that specific week consisted of focusing on a literacy skill.
That skill was beginning sounds. My kindergarten classroom had four groups that ranged based
on different reading/literacy levels. The two groups that are at grade-level reading had to look at
the picture in each box, say the word, and determine the beginning sound. Once they figured out
the beginning sound, they had to write the letter in the box. For my lower reading level group, I
differentiated by working as a whole group. I would point to the first picture and ask, “What is
this?” and then students would respond. I proceeded to emphasize the beginning sound and then
asked what letter they heard in the beginning. These students wrote the beginning letter on a mini
board and then held it up, so I was able to check it. My high reading group had a similar activity,
but had to find beginning, middle, and ending sounds. The activity consisted of a CVC word, for
each box they would say what the picture was and wrote down the beginning sound. Once all
three boxes were filled in, they had to sound out the word.
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My second artifact I chose are the two different leveled books that were used for my
reading groups. The reading groups consisted of the students’ DRA level, I had two groups who
were right at kindergarten level (level 1-2), one lower group (level A), and one high group (level
4-8). The lower and kindergarten leveled groups read the book I Am Ann and the high group read
the book Wet Paint. I provided special October finger pointers for each group; the students were
responsible for pointing to each word as they read along. I was able to differentiate the books
that were selected and the strategies on how to walk through the book with students based upon
their reading levels.
Reflection on Theory and Practice
Differentiation in the classroom is important because not all students learn the same way
or are at the same skill level. Teachers must provide an environment that will support every
learner. Teachers who differentiate, “Do not force-fit learners into a standard mold; these
teachers are students of their students. They are diagnostics, prescribing the best possible
instruction based on both their content knowledge and their emerging understanding of students’
progress in mastering critical content. These teachers are also artists who use the tools of their
craft to address students’ needs.” (Tomlison, n.d.). The two artifacts that I presented focused on
how I differentiate based upon process and product.
I believe faith plays a huge part when speaking about differentiation. We were all created
unique and posses many different abilities. To put this in perspective in education, as educators
we must embrace every students’ skills and use that knowledge to help them learn, grow, and
challenge them. “As teachers we must become more deliberate and thoughtful about how we
meet the needs of our students, and regardless of the challenges posed by today’s diverse
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classrooms, it is imperative that all students are challenged appropriately and equitably.”
(McHugh, 2007).
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References
McHugh, M. (2007). Differentiation instruction in the regular classroom: How to reach and teach
all learners, grades 3-12. Journal for the Education of the Gifted, Vol.30(3), 404-409. Retrieved
from https://search-proquest-
com.ezproxy.regent.edu/education/docview/222274153/fulltextPDF/345DD6B9302A4F08PQ/1?
accountid=13479
Tomlinson, C. (n.d.). Differentiation classroom: Responding to the needs of all learners.
Retrieved from http://www.ascd.org/publications/books/108029/chapters/What-Is-a-
Differentiated-Classroom%C2%A2.aspx
Victoria State Government. (n.d.). High impact teaching strategies in action: Differentiated
teaching. Retrieved from
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdifferentiatio
n.aspx
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