Running head: STUDENT CENTERED INSTRUCTION 1

Student-Centered Instruction

Ashia Brown

Regent University

Author Note

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

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Student-Centered Instruction

Student-centered learning has replaced frequent lectures, or teacher-centered instruction,

with engaging hands-on activities. This allows students to actively participate in the learning

process rather than passively listening to the teachers’ instruction. Student-center instruction

allows students to apply the things they learn in the classroom to the world they live in by

working along-side the teacher in their quest to understanding new concepts. By shifting the

instructional focus from the teacher to the students, educators can assist a variety of students with

various needs to ensure all students become proficient in all instructional concepts.

Rational for Selection of Artifacts

The artifacts that I chose to demonstrate my competence in student-centered instruction

are all a part of a lesson plan that I developed to introduce solid geometric figures to my third-

grade students. Before starting this unit, I administered a pre-assessment to gauge what my

students knew of solid figures. After analyzing the data, I knew that I needed to present the

information in a variety of ways to effectively teach the new information. I began the lesson by

showing a video about solid figures. After, the students and I discussed the different parts of solid

figures and created an anchor chart for them to reference. Next, I handed my students solid figure

manipulatives; this allowed the students to physically touch the different shapes. As we passed

each shape around, the students and I discussed each figure and created an anchor chart of the

knew things they were learning. After the twenty minutes of whole group instruction students

where placed in groups according to the information gathered from the pre-assessment. One of

the small group assignments was for students to complete an in-class scavenger hunt to locate

items that were shaped like the solid figures we discussed in whole group. I created the

scavenger hunt worksheet because many of my students have trouble understanding information
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if it is not connected to the real world. This activity allowed them immediately used the things

they just learned about solid figures. Another math center was working with the teacher. At this

center, the students colored and labeled the parts of three-dimensional shape. After students

completed this, they were given more manipulative to build different solid figures.

Each aspect of this lesson plan demonstrated student-centered learning by providing

different forms of instructional input to assist each learning style. The teacher assisted the spatial

learner by showing the video, and by creating the two anchor charts. The kinesthetic learner was

engaged by touching the manipulatives during whole group and building their own solid figures

during small group centers. They also were engaged during the scavenger hunt which allowed

them to freely move about the classroom connecting the new instructional input to the real world.

Lastly, the auditory learner was engaged during whole group and small group discussions about

solid figures.

Refection on Theory and Practice

In many of my courses I have learned the importance of differentiation and student-

centered learning. One of the most important phases I have learned is, “Zone of proximal

development.” As a future teacher it is important that I tailor my instruction so that my students

can complete work independently with my support which is within the zone of proximal

development. This is also known as scaffolding. When teachers provide support through

scaffolding tools such as graphic organizers, note taking aids, manipulatives, and vocabulary

instruction, students develop the skills they need to eventually become successful and work

independently (Rutherford, 2008). The artifacts that I have included demonstrates how

manipulatives were used during instruction. They also illustrate some of the graphic organizers

that my students completed to display vocabulary, such as the anchor charts. Another thing that
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Rutherford suggests when developing student-centered instruction is to decrease the whole group

instruction and individual seat work, and implement more opportunities for students to interact

with the information, materials, and classmates during the learning (Rutherford, 2008). By

limiting my whole group instruction and allowing the students to complete the scavenger hunt, I

allowed my students to actively participate in the learning process; this also allowed them to

interact with the new instruction, classmates, and their environment.

While active learning has become more relevant, it is important that our students be

evaluated on the things they are learning. It is vital to provide feedback to students to let them

know how well they are meeting the objective (Boylan, 2002). It is also equally important to

evaluate students to ensure they are working in the zone of proximal development. During this

lesson, students were evaluated by sharing some of the examples they found during their

scavenger hunt. Throughout whole group discussion, I was able to evaluate student learning, but

also clear misconceptions students had about a particular shape and redirect them.

The one question that I always ask myself when developing instruction is, “How can I

present the information in a way that all my students understand the new material?”. By

considering this, I am prompted to create meaningful actives that will reach each of my students

in their prospective proximal developmental zone to effectively communicate new information in

various ways. No two students are alike and therefore it is important to create instruction that is

meaningful to each student which requires differentiation.

Faith Implications

One scripture that encompasses the importance of student-centered learning is Proverbs

22:6 “Train up a child in the way he should go: when he is old, he will not depart from it”. This

scripture does not only talk about training a child in the way of the Lord, but also academic
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training. If we train our students in the way of their gifts and talents, then when they are older

they will be equipped to apply those gifts and talents and use them effectively to communicate

their individual beauty and uniqueness. Another scripture that speaks volume to student-centered

instruction is Isaiah 28:10 which says, “He tells us everything over and over one line at a

time, one line at a time, a little here, and a little there!” This portion of scripture really illustrates

scaffolding learning. God instructions his children a little at a time, building on previous things

that he has spoken. God is always instructing his children in their “zone of proximal

development”; he employs activities in our lives that will allow us to grow, but he does not give

use more that we can handle. He also does not make it so easy that we think that we do not need

him. It is important that teachers use this model to reach their students; work should not be so

challenging to were students become burdened, but it also should not be so easy to where they do

not need teacher assist. It is vital to find this balance with each student just as Christ knowns this

balance about his children.

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References

Boylan , H. R. (2002). What Works: Research-Based Best Practices in Developmental

Education . Boone, NC: National Center for Developmental Education.

Rutherford, P. (2008). Instruction for all students. Alexandria, VA: Just ASK

The Holy Bible: authorized King James version. (1998). Nashville, TN: Holman Bible