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

Student-Centered and/or Differentiated Instruction

Patricia Moormann

Regent University
STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 2

Introduction

Student-centered and differentiated learning is very important for having a successful

classroom. No two students are the same, and therefore, it is unreasonable for us to make the

assumption that all students learn the same. Therefore, we must use student-centered and

differentiated learning in our class for our students to properly understand the material. This can

be done in a wide variety of ways that may work depending on your students’ needs. These

needs must be addressed for our students to learn effectively.

This paper includes the diversity report for the Math 8 inclusion classes at Brandon

Middle School. It is important for the teacher to know the students and their needs in the

classroom. If a student needs more instruction with better visual aid, it is necessary to support the

students. The teacher cannot efficiently and effectively do this without knowing the learning

backgrounds of the students. This paper includes a lesson plan that focuses on differentiating

instruction for the students using visual aids such as grids and different bold colors to make

notes, small groups using the inclusion teacher and cooperating teacher for more personalized

instruction, differing worksheets that provide more aid and break down complex problems,

Cornell-style notes, and leading questions for discovery styled learning.

Rationale For Artifacts

The first artifact is the diversity report for the two Math 8 inclusion classes. Ismajli and

Imami-Morina in Differentiated instruction: Understanding and applying interactive strategies

to meet the needs of all the tudents stated, “Teachers should be led by in selecting appropriate

interactive strategies in implementing differentiated instruction effectively are learners’ learning

styles, interests, talents, and abilities, as well as their cultural background,” (Ismajli & Imami-

Morina, 2018, p. 215). Our diversity report gives us a better understanding of the students who
STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 3

we have in our class, and how we should approach different material with them. Our diversity

report is made up of two classes that have 22 students who have an individualized learning plan.

This means about 42% of the classes are special education. This requires there to be an inclusion

teacher in the classroom for the majority of the class time. The inclusion teacher and main

teacher use a method called co-teaching to support the students with a variety of needs due to the

students’ IEPs. Co-teaching is described as, “General and special education teacher co-plan, co-

instruct, co-assess, and co-manage to provide instruction for students with and without

disabilities,” (Cook & McDuffie-Landrum, 2020, p. 222). Co-teaching allows for the teachers in

the classroom to effectively reach each student. This provides every student in the class

individualized time with a teacher, and it provides us with the ability to have student-centered

instruction in the classroom. As described by Cook and McDuffie-Landrum, they stated, “By

using co-teaching as a framework for integrating targeted interventions for students with

disabilities in inclusive settings, teachers can increase both students’ access to the general

curriculum, and outcomes related to individual students’ learning needs,” (Cook & McDuffie-

Landrum, 2020, p. 222). Co-teaching is only effective when the teachers know what needs they

are trying to meet, and this can only be done through knowing who the students in the classroom

are using our diversity report.

The second artifact is the lesson plan I created for finding the area of composite figures.

This tends to be an extremely difficult subject for students of all levels to grasp and maintain

since it is asking them to get used to recognizing different shapes as well as missing sides of

different composite figures, which is hard for students to grasp. First, I led the students through a

spiral review. This is done as a warm up for the day, and a review for topics previously taught.

Then, I introduced the topic of area to the students by asking the students what I would use to
STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 4

find how much carpeting I would need to cover the entire room. I next explained to them that if

every room was a perfect shape, we would already know. I then introduced that we are going to

learn how to solve these problems of finding the area of oddly shaped figures. This provided the

students with concrete examples that they knew and saw in their everyday life to help them make

a relatable connection with the concept. We then went into the notes to remind the students of the

area formulas of shapes they have learned in the past. We then spent time focusing on splitting a

composite figure into multiple known shapes as this is where most of the struggles happen for

the students. We spent time having them name the shapes they saw in the figure and drawing the

shapes separately. We then discussed how we find the area of each individual shape before

adding all of the areas together. For this portion, we made sure to use different colors to

represent the different shapes and their areas. This was helpful for students since they were able

to see where the shapes came from. Students were advised to use multiple colored pencils or

markers when solving these problems for better visualization of the shapes. We then had guided

practice as an entire group before separating into the small groups. We had 3 small groups that

focused on the different levels of skills in the class. We had a small group of struggling students

who worked with our inclusion teacher, a medium sized group of average skill level learners

with myself, and a medium sized group of advanced skill level learners with the cooperating

teacher. Each group had their own resources that applied directly to the students. This allowed

the students to work from where they are starting and move towards a similar goal while not

leaving anyone behind.

Small groups were a huge component in the lesson plan for the day. This was so we could

provide the time and instruction that students’ needed to come to a full understanding of the

concept. In Professional development of mathematics teachers toward the facilitation of small-

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 5

group collaboration, Tabach and Schwarz said, “teachers’ behavior while interacting with small

groups differed from their whole-class interactions, as small-group behavior is more adaptive to

students’ needs,” (Tabach & Schwarz, 2018, p. 274). This means that studies have shown that

one way to reach students’ needs is to have small groups, and is a great way to really focus on

the student.

The other huge component of the lesson plan was the differentiated worksheets. Having

material that is tailored to different levels of learning is important for the students since some

students need the extra help to get started. Students who need extra help start off using grid paper

to help identify missing sides of figures. This helps the students see what problems assume they

know. Students who are advanced utilize a worksheet that starts with the grid and moves directly

to non-grid area problems. These students are the ones who are the most confident in their

mathematical abilities, and therefore tend to grasp concepts at a quicker rate. As Burton said in

‘‘Confidence is everything’’ – Perspectives of teachers and students on learning mathematics,

“Confidence in mathematics breeds success,” (Burton, 2004, p. 357). These differentiated

worksheets for students to practice in small groups allows for each student to get the instruction

and attention they need to keep them engaged with the lesson.

Reflection

While growing up with a learning disability, I always saw how big of a difference

differentiation in a classroom could make. When I was studying at Regent University, I

continued to learn many new ways of implementing differentiation in the classroom. I learned

about new ways for my students to see things, and I learned new methods to keep students

engaged. While it is not realistic to create individualized worksheets for every student in every

lesson in every class, it is important to prioritize giving that attention to student-centered and
STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 6

differentiated instruction in the classroom in various ways. Differentiated instruction is more

than personalized worksheets, as it also ensures you are meeting the different learning styles of

your students. In Differentiated instruction: Understanding and applying interactive strategies to

meet the needs of all the students, Ismajli and Imami-Morina concluded, “Differentiated

instruction can be easily implemented if all the instructors identify their learners’ preferences

aiming at applying interactive strategies that suit unique needs of learners,” (Ismajli & Imami-

Morina, 2018, p. 215).

My faith impacts how I approach the topic of student-centered and differentiated

instruction. In the Bible, it says, “For God so loved the world, that he gave his only Son, that

whoever believes in him should not perish but have eternal life,” (John 3:16, English Standard

Version). No where in the Bible does it say that God sent His Son to save only a certain group of

people. He will accept anyone who comes to Him that believes in Him. As Christians, we are

supposed to follow God and strive to be like Him. For this reason, I believe it is important to

treat everyone with love and respect. I approach each student with a personalized love for them

just as God does with us. Student-centered learning is following God’s will. Therefore, student-

centered and differentiated instruction is part of being a Christian teacher.

STUDENT-CENTERED AND/OR DIFFERENTIATED INSTRUCTION 7

Works Cited

Burton, L. (2004, December 1). ‘‘Confidence is everything’’ – Perspectives of teachers and

students on learning mathematics. Journal of Mathematics Teacher Education, 7(4), 357.

Retrieved from

http://web.b.ebscohost.com.ezproxy.regent.edu:2048/ehost/pdfviewer/pdfviewer?vid=0&

sid=e5b879be-ba86-4c67-a991-03a33761d852%40pdc-v-sessmgr05

Cook, S. C., & McDuffie-Landrum, K. (2020, March). Integrating effective practices into co-

teaching: Increasing outcomes for students with disabilities. Intervention in School &

Clinic, 55(4), 222. Retrieved from https://journals-sagepub-

com.ezproxy.regent.edu/doi/pdf/10.1177/1053451219855739

Ismajli, H., & Imami-Morina, I. (2018, July). Differentiated instruction: Understanding and

applying interactive strategies to meet the needs of all the students. International Journal

of Instruction, 11(3), 215. Retrieved from

http://web.b.ebscohost.com.ezproxy.regent.edu:2048/ehost/pdfviewer/pdfviewer?vid=2&

sid=81260fb1-b885-4d5b-9362-55036940b493%40pdc-v-sessmgr05

Tabach, M., & Schwarz, B. B. (2018, March). Professional development of mathematics teachers

toward the facilitation of small-group collaboration. Educational Studies in Mathematics,

97(3), 274. Retrieved from

http://web.b.ebscohost.com.ezproxy.regent.edu:2048/ehost/pdfviewer/pdfviewer?vid=0&

sid=edb8867a-418c-4da5-ab3e-cd701a7f8e46%40pdc-v-sessmgr01