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

Student-Centered and/or Differentiated Instruction

Megan Johnson

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2018

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Introduction

Every student is different, from their learning styles to their hobbies. These differences

are what make up the fruitful world we live in. While these things may not be evident right from

the beginning of the school year, they are vital to recognize and honor throughout the year.

Teachers are able to honor these characteristics, strengths, and sometimes weaknesses through

careful differentiation. The importance of relationship and flexibility in the classroom is reflected

on in this competency. Specifically, how relationship and flexibility can be used to group and

assign students in math.

Rationale for Selection of Artifacts

The first artifact I chose for this competency is a math lesson plan. This plan was written

for a review day as the students were preparing for their skip counting assessment. To begin the

lesson, I separated the students into groups based on understanding and need of assistance, which

were assessed and documented throughout the unit. All students were given a baseline review

packet to work through that covered all of the standards. While the class was practicing, I

worked with one table at a time conducting an activity tailored to their mastery. There was one

table with students who needed additional review on the basic standards, another group that

needed a challenge that went over and beyond the standard, and two other groups who were right

in the middle. I chose this artifact because it clearly shows that an entire class can be doing the

same task with the same objective, while using relationship to cater to each and every student

individually.

The second artifact I chose for this competency is a math assignment completed by a

student used earlier on in the skip counting unit. I created an activity for the students that asked

them to generate their very own number pattern, using one of our skip counting rules, and a story
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about this pattern. The skip counting rules required by the standards are counting by twos, fives,

and tens. However, there were certain students who I noticed are far beyond counting by these

standards and I challenged them to use another skip counting rule they know of. The entire class

was not required to do this, but I gently and quietly encouraged the advanced proficient students

to try it out. I chose this artifact because differentiation does not have to be excessive or

extravagant for the students. Instead, by being flexible, a teacher can differentiate a simple

assignment and meet the needs of every student.

Reflection on Theory and Practice

As a student studying education, differentiation seemed like it would take careful

consideration, but also be easily done. As a student teacher, it has become clear that

differentiation is far more tasking that it once seemed. While differentiation is not always

difficult, it is ever changing and fully reliant on the relationships made in the classroom. As

Courtney Dealy from Boys Town National Training states, “building positive relationships

within a classroom has a major impact on a student’s academic and behavioral success” (2018).

Differentiation is in alignment with this idea, as it begins with relationships and is sustained with

flexibility.

Investing in relationships with our students should be the ultimate priority for many

reasons. First, for students to feel comfortable, safe, and capable, they must know that they are

loved. Secondly, getting to know what the students enjoy, what their home life looks like, and

what makes them laugh, will assist educators in teaching through an applicable lens. Finally,

relationships are necessary because they involve listening and observing. With differentiation in

mind, “understanding how the child operates allows the teacher to further individualize their

curriculum and find creative ways to help the student successfully grasp the material” (Sears,
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2017). Relationship does not always look like a conversation, but sometimes it is simply being

intentional about paying attention to each student. This kind of awareness will notice when a

student is not understanding an objective or when they are having a bad day, even more than a

conversation may convey. In cases where novice tendencies could slip right by, prioritizing

relationship catches those gaps. Furthermore, teachers can take those gaps and center instruction

around such needs.

Once teachers can see the contrasts in the classroom they must be flexible in order to

truly reach every student. While it may be more effort, it is absolutely necessary to pivot with

every student as they are learning. Because “children vary in their learning needs, so should the

strategies employed to attempt to differentiate the learning experience vary (Water, 1995, p.82).

The willingness to be flexible and resourceful will catalyze learning in new ways. When a

teacher chooses to be change things and center their teaching around the student and not their

own convenience, students will thrive.

All acts of flexibility and relationship will fall flat without love. True love, found in

Jesus, is a love that meets all people right where they are. It is a love that fights, surrenders, and

perseveres. Jesus became the closest friend to tax collectors and fisherman. He met them where

they were, loved them, and asked them to come on a journey with Him to be the best they could

be. Futhermore, Jesus loved the woman caught in adultry, found in the book of John. Jesus met

her right where she stood, even if that was in sin, and still defended her against the other men

that surrounded her. Not only did He defend her in love, He left her with encouragement to go

and live a life that was upright. Differentiating in the classroom should be done with this kind of

love. No matter what level of understanding, learning style, passion, or behavior a student has,

they are worth the fight and the leadership. Our students are worth the additional effort, resource,
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or activity. Ultimately, it is vital that through this process of student-centered instruction all

students feel loved and seen as they are on the journey of growing to be the best that they can be.
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References

Dealy, C. (2018). 5 Strategies to Build Healthier Classroom Relationships. Retrieved from

http://www.boystowntraining.org/five-strategies-to-build-healthier-classroom-

relationships.html

Sears, N., & NEA. (2017). Building Relationships with Students. Retrieved from

http://www.nea.org/tools/29469.htm

Waters, A. (1995). Differentiation and classroom practice. Teaching Geography, 20(2), 81-83.

Retrieved from http://www.jstor.org.ezproxy.regent.edu:2048/stable/23753315