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

Student-Centered and/or Differentiated Instruction

Sarah Kretzer

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Fall 2017

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 2

Introduction

Altering and adjusting instruction to meet the needs of the students is a very important

part to teaching and lesson planning. Every student is unique and they are all different learners.

No two students will need exactly the same thing so as a teacher it is important to meet each

student where they are individually. This involves differentiating the same lesson plan to

accommodate the needs of all of the students. Having instruction that is differentiated and

student-centered is very important and crucial to the success of the students. It is about equity

and not equality. No two students are equal in their needs, but as a teacher we must provide them

with the tools and resources so that their learning opportunities are equitable.

Rationale for Selection of Artifacts

My first artifact is a unit plan that I developed on the 4th grade level for word analysis

strategies and using reference materials. It is a four week plan that lays out the goals and

essential questions and understandings for that particular unit. The assessment tools that I have

provided include a variety of RAFT letters, quizzes, group work, writing prompts, and a few

other activities. These are all student-centered and vary in activity because it allows for students

to have more of a variety considering not everyone tests well in the same way.

It also has a list of many different instruction tools and learning activities for every day

throughout the four weeks of the unit. Each instruction varies and the learning activities vary as

well. This allows for students to be met where they are and given the support that they need.

Throughout the unit, there are multiple entrance and exit tickets. These tickets can be used to see

who still needs to be retaught and who can move on. There are more than enough learning

activities so for the students who have the understanding and are ready to move on or need more

of a challenge, it will be available to them.

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 3

The second artifact that I have chosen is a lesson plan that I wrote on the third grade level

for rounding. In this lesson plan, I go into detail on my differentiation. The math lesson was done

during stations so each was a small group lesson. I took the students exit tickets from the day

before on rounding and divided them up based on their understanding. I then had specific

differentiated instruction to do for each specific group. For my students who have mastered

rounding, we moved on to some challenge questions. For my students who got it but need a little

more practice, we reviewed and did some practice. And for my students who were still really

struggling, I retaught the methods carefully and did some more basic practice.

Reflection on Theory and Practice

I recently attended a seminar at my second student-teaching placement and the seminar

was all about equity in the classroom and not equality. Equality assumes that all students are

equal and should therefore receive equal amounts and variations of instruction. Equity addresses

the fact that not all students are the same so they need varying degrees and forms of instruction

to insure that all students have a learning opportunity that is equitable throughout the classroom.

We should be striving for total equity in the classroom. To do so, that requires a little more work

on our part to really get to know the individual needs of our students and to tailor and

differentiate our lessons so that all students are receiving what they need to be most successful.

Hebrews 1:1 states that, In the past God spoke to our ancestors through the prophets at

many times and in various ways (NIV). As a Christian, I know that God has made everyone to

be special and unique in their own way. Gods creation is wonderful and no two people are

exactly alike. God knows this and throughout the Bible he spoke and interacted with people

through various mediums and at different times; he does to this day.

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 4

The way that I hear from the Lord is not the same as everyone else, we each have our

own unique gifts and abilities and God communicates and relates to us through those. We should

model this and do the same in our classrooms. No two students are the same and we should meet

the students where they are. As educators, we should recognize and understand the multiple

intelligences and interests of our students and communicate and instruct them based upon those

gifts and interests.

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 5

References

The Holy Bible: New International Version. (2005). Grand Rapids, MI: Zondervan.