Running Head: STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION

Student Centered and/or Differentiated Instruction

Regent University

Emily Brannock

In partial fulfillment of UED496 Field Experience ePortfolio, Spring 2018

STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION

Introduction

Instruction that is centered on the students’ needs and interests is more likely to engage

students and help them to be more successful. Each student has unique needs that must to be

considered. As a teacher, it is our job to successfully observe our students and gain insight on

their individual needs. Tompkins (2016) made a great point when saying that, “Teachers know

that students vary - in their interests and motivations, their background knowledge and prior

experiences, and their culture and language proficiency as well as their intellectual capabilities -

so it’s important to adapt instruction to take these differences into account.” (p. 39). It is the

teacher’s job to reach all students. When a teacher is differentiating instruction, it is not just for

low students who need more help. Differentiation is about providing “equivalent learning

activities that cater to students’ strengths but bring all students to the same learning objectives

(Johnson, 2009). There are three artifacts included to portray my competency in developing

appropriate differentiated instruction based on students needs.

Rationale for Selected Artifacts

The first artifact included is a remediation lesson plan. I started my lesson by first

reading the story aloud and visualizing for my students. By visualizing the story, I am tending to

my students who need visual examples to fully understand the story. By reading the story aloud,

I am tending my students visually and verbally. After completing the whole group aspect of the

lesson, I was then able to work with students who did poorly on the assessment and needed extra

attention so that they understand what they did wrong and what to do next time. During small

group, each student was able to get individual attention for each question. Each student had the

chance to explain their thinking and get the assistance needed to guide them to correct answers.
STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION

During small group I also reinforced using visualization and physically highlighting the text to

prove answers. Students then explained why the answer was correct and how they knew that.

During this specific lesson and small group, the director of student teaching observed me

and gave productive feedback but also positive encouragement based on my differentiation

skills. This observation report is my second artifact. The director of student teaching was able

to witness my ability to differentiate with a small group of students in a short period of time.

The final artifact that is included is a unit plan which was created in the curriculum and

assessment class at Regent University. This unit plan is based on social studies for fourth grade

and demonstrates my ability to use variety of assessment and instruction techniques to consider

and reach all students. The unit plan contains different ways for students to show their

competency in the subject. This unit plan challenged me to think critically and to consider the

variety of needs that are found in the classroom. These three artifacts are just a few examples of

my abilities and competency in differentiating instruction to meet the needs of my students.

Reflection on Theory and Practice

Many of my classes at Regent University taught and prepared me for differentiation.

Regent always ties faith in with every aspect that we are taught in our college classes. Making

decisions every day in the classroom requires wisdom, patience and practice. As a teacher,

having faith in God to guide you to make hard decisions makes the decisions not as difficult. In

the book of James, it says, “If any of you lacks wisdom, you should ask God, who gives

generously to all without finding fault, and it will be given to you” (New International Version,

James 1:5). I think that it is also important to consider that the Holy Spirit will guide us in what

we should say (NIV, Luke 12:12). Regent has prepared me to where I have a very good

understanding of the concept of differentiation; however, applying the knowledge in the

STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION

classroom is a different story. Radford (2013) stated that, “Our goal as teachers is to model our

understanding of each other...teaching is about relationships. The more you understand diversity

in your classroom, the easier it will be to create a community of learners where all can

contribute.” (p. 153). Personally, I think I have a ways to go on my observation skills. I’ve

noticed that compared to my cooperating teacher, I notice about half of the things she notices in

the classroom. I know with time, I will become more observant and aware. I have been able to

build relationships and assess students in small groups which allows me to learn what each

student needs. Even though I feel I’m not on the same observation level as a practicing teacher,

my goals are the same. I want to provide each student with adequate instruction, meeting them

at their level and engaging them in their interest so that they can be successful.
STUDENT CENTERED AND/OR DIFFERENTIATED INSTRUCTION

References

Johnson, B. (2009). Differentiated Instruction Allows Students to Succeed. Retrieved from

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

Radford, C.P. (2013). Strategies for Successful Student Teaching. Boston, MA: Pearson.

Tompkins, G. (2016). Language Arts: Patterns of Practice. 9th Edition. Pearson Education.