Running head: STUDENT CENTERED AND DIFERENTIATED LEARNING

STUDENT CENTERED AND DIFERENTIATED LEARNING

Jessie Caprio
Regent University

STUDENT CENTERED AND DIFERENTIATED LEARNING

STUDENT CENTERED AND DIFERENTIATED LEARNING

Students are much like snowflakes, each is unique in their own way and performs
differently based on the environment around them. Some are good at reading and others at
science. Some are good at all subject where as other might take longer to learn. The only
consistent aspect of learners is that no two learners are the same. Each will learn differently and
retain knowledge on different levels. It is this reason that a teacher cant always teach the same.
Every lesson must be approached from different angles in an effort to reach each and every child
in the class. Student centered and differentiated learning does just that. Differentiated
instruction is a method of designing and delivering instruction to best reach each student.
(Weselby, 2014)
Rational
The artifacts chosen this week represent a math lesson given to a first grade class in my
second placement. The main purpose of the lesson was for the students to recall basic addition
facts with sums to 18 or less and the corresponding subtraction facts. (VA DOE, 2015) In past
lessons, we reviewed methods of solving equations such as using their fingers, snap cubes,
drawing pictures, and touch math. In this particular lesson the students were introduced to
counting on.
The first artifact is the lesson plan used for teaching counting on. It was comprised of a
warm up, direct instruction, practice, closure, and assessment stage of instruction. For the warm
up I reviewed previous methods we used to solve addition and subtraction problems. I allowed
the students to share ways they remembered as well. For the direct instruction, I showed the
class a set of dominos and discussed the dots and what they represented. I showed them how to
complete a math problem using the dominos and asked volunteers to model for the class. I

STUDENT CENTERED AND DIFERENTIATED LEARNING

follow this instruction up with our practice. For practice I split the students into groups based on
their ability level and handed out level based domino recording sheets. The students used the
activity sheets to complete the task. I then reviewed count on strategies and graded the sheets to
assess their accuracy.
Artifact two is the first of two domino recording sheets. In this sheet, students draw a
single domino and record the first and second number on their recording chart. They then start
with the first number and count up the number of the second number. Once they are done
counting, they record the final answer on their sheet. The purpose of this exercise is to save the
student time by not starting from zero.
The third artifact is similar to the second but build for more advanced learners. Instead of
only drawing one domino, the student draws two dominos. They record them in a similar
fashion as the previous sheet. Instead of adding each domino using the counting up method, the
student counts up using the sum of each domino. Instead of adding two number the student is
essentially adding four numbers.
Reflection
Looking back at my classroom instruction leading up to my teaching placements, I can
now understand why so much time was spent teaching the difference in learners and how to
properly differentiate. Prior to my classroom placements, when I was still immersed in
coursework, it wasnt much more than a concept. I felt as though it would be very hard to fit into
a day and that differentiation would take a significant amount of time. I now know this is not the
case. I find that differentiation comes easily to me and that there are many opportunities in a day
to approach the students in various ways. It can be incorporated into the classroom in many
different ways. I always plan to differentiate but still find many other opportunities in a day.

STUDENT CENTERED AND DIFERENTIATED LEARNING

Ive also learned it is truly one of the more important aspects of classroom instruction. I see the
need and benefit in every lesson I do and the effect it has on the student. I find it beneficial in
two main ways. The first is for the advanced learners. I see them get involved in what they are
doing. Instead of getting bored or withdrawing from the lesson, they can still find challenge and
show greater interest. It also allows opportunities for my on grade level learners to grasp the
concept. While some students crawl, walk and run, other go straight to running. Either way, we
have fun as a class and learn the same curriculum.
Ive also found differentiation as another tool in positively effecting the children I work
with. I believe God has called me to teach for both myself and the children I will work with. I
see him growing me every day through the experiences I have at Regent University and my
student teaching. I feel as though he has blessed my family and me and that he wants me to use
those gifts to serve children through my teaching (1 Peter 4:10).

STUDENT CENTERED AND DIFERENTIATED LEARNING

References
1st Grade Math SOL 1.5. (n.d.). Retrieved November 17, 2015, from
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/frame
wk_math1.pdf
Weselby, C. (2014, October 1). What is Differentiated Instruction? Examples of How to
Differentiate Instruction in the Classroom. Retrieved November 17, 2015, from
http://education.cu-portland.edu/blog/teaching-strategies/examples-of-differentiatedinstruction/