Running head: STUDENT-CENTERED/ DIFFERENTIATED INSTRUCTION 1

Student-Centered and Differentiated Instruction

Lisa Crider

Regent University

In partial fulfillment of requirements of UED 495, Fall 2020

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Introduction

With classrooms becoming increasingly diverse, teachers and administrators need a way

to accommodate the differences in their students' readiness levels, interests, and learning profiles.

One highly effective practice an educator can use to meet their students’ unique needs, is

differentiated instruction. Through careful planning, assessing, and flexible grouping, educators

can maximize learning and provide a supportive and engaging learning environment. The

artifacts discussed in this paper demonstrate how I utilize student-centered practices and

differentiated instruction in my classroom.

The Rationale for Selection of Artifacts

The first artifact is a student choice board. During the American Revolution unit, I

constructed a digital choice board for my students. Each student had to choose two assignments

to complete. The assignments included items such as drawing a thinking map to explain the

causes of the Revolutionary War and digitally creating a political cartoon using Scratch. Each of

the six assignments allowed students of different learning styles to choose assignments that best

fit their learning style. The students who enjoy writing stories, decided to write a "break-up"

letter to Britain, outlining the colonists' grievances. My tactile students created a map displaying

the important events and battles of the Revolutionary War. All my students had to choose one of

their completed assignments to present to the class. They could dress up, create a Google Slide,

or give a first-person account of a famous Virginian. I have found that the more I give students a

choice in assignments, the more engaged and motivated they are about the material they are

learning.

The second artifact I use to differentiate instruction is my assignment checklist. Each

week I create student checklists for Math and Language Arts/Content. Each checklist is available
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to students in digital and print form. The checklists are assigned at the beginning of the week,

and all assignments are due by Friday afternoon. These checklists allow me to differentiate

instruction to my students. The total number of assignments is reduced for special education

students. Articles within Readworks and Achieve 3000 are set to their reading level. Assignments

for additional practice are often included for those who need more practice in computation or

vocabulary. As seen in my attached lesson plan, the differentiated checklist is also aligned with

my small reading groups. My reading groups are based on instructional reading levels and

abilities. Students use leveled texts and graphic organizers during a mini-lesson or guided

practice to understand the learning objectives. Afterward, students refer to their checklist to

complete their independent practice. Differentiated checklists work especially well within a

concurrent teaching environment. Students always know what assignments they need to

complete, and to accommodate early finishers, I add a "May Do" list of items, which include

items such as math games and independent reading.

Reflection on Theory and Practice

During my time at Regent University, I have learned the importance of using

differentiated practices and instruction in the classroom. As a student teacher, I have had the

opportunity to apply these approaches and have seen the benefits of creating student-centered

lessons that engage all students regardless of ability. To establish a differentiated classroom, a

teacher needs to "proactively plan and carry out varied approaches to content, process, and

product in anticipation of and response to student differences in readiness, interest, and learning

needs" (Tomlinson, 1999a, p.16). In my classroom, I often use a graphic organizer to summarize

information and create a visual roadmap for the lesson enabling students to understand why they

are learning, what they are learning, and how they will be used in context.

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The goal of a differentiated classroom is to increase student growth and individual

success. However, as Tomlinson explained, "differentiated instruction is only successful if

rooted in student engagement and student understanding" (1999b, p.13). Therefore, a

differentiated classroom can only begin with a quality curriculum, effective teaching, and a

supportive learning environment. Regardless of whether a teacher differentiates content, process,

or product, it takes continuing assessment and flexible grouping to make differentiation a

successful approach to instruction.

The principle of differentiation of instruction is demonstrated throughout Scripture. God

uses a variety of methods to communicate with people. As noted in Hebrews 1:1, "In the past

God spoke to our ancestors through the prophets at many times and in various ways" (NIV). It is

also important to recognize that God did not select just one way to teach His children. Some of

us learn by reading God's word, while others learn by hearing God's word. Jesus also used

parables to break down or differentiate the teachings of Christianity. Most importantly, Jesus

meets us where we are. As teachers, we must also approach teaching and learning as Jesus has

taught us. To gain understanding, educators need to "become all things to all [students]" (1

Corinthians 9:21, NIV). We must meet our students where they are and recognize that regardless

of abilities, each child possesses gifts and talents. By attending to each students’ differences, I

am better equipped to address each students’ needs. As Jesus has been a model teacher in my

life, I believe the use of student-centered practices and differentiated instruction, is the key to

teaching a diverse body of learners how to successfully meet their learning goals.
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References

Tomlinson, C. (1999a). Mapping a Route toward Differentiated Instruction. Educational

Leadership, 57, 12-16.

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el199909_tomlinson.pdf

Tomlinson, C. (1999b). The differentiated classroom. Association for Supervision and

Curriculum Development. Retrieved from

https://www.mccracken.kyschools.us/Downloads/CarolAnnTomlinson

%20Differentiated_Classroom.pdf
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Artifact 1: Student Choice Board

Artifact 2: Student Checklist-Differentiated Assignments with lesson plan

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Teacher Education Lesson Plan

Teacher: Lisa Crider Date: 10/26/2020

Title of Lesson: Day 2-Unit 3 Reading Cooperating Teacher:

Lesson 5: Julie Bryan
Determining Importance and Main Idea in
Nonfiction Text

Core Components
Subject, Content Area, or Topic
Language Arts
Student Population
5th grade inclusion class- 3 SPED, 1-2e, 1- gifted; 11 boys, 8 girls
5-virtual students; 14 face-to-face students
Learning Objectives
ELA.5.4.1 Use knowledge of roots, affixes, synonyms, antonyms and homophones to determine the
meanings of new words.
ELA.5.4.3 Use context to clarify meanings of unfamiliar words and phrases.
ELA.5.6.1 Use text features to predict and categorize information.
ELA.5.6.2 Identify the main idea.

Virginia Essential Knowledge and Skills (SOL)

ELA.5.6 The student will read and demonstrate comprehension of nonfiction texts.  (SOL 5.6)
a) Use text features such as type, headings, and graphics, to predict and categorize information.
b) Skim materials to develop a general overview of content and to locate specific information.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify organizational pattern(s).
f) Identify transitional words and phrases that signal an author's organizational pattern.
g) Locate information from the text to support opinions, inferences, and conclusions.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources

 Being A Writer text: Can It Rain Cats and Dogs?

 L.A. Checklist
 Document camera ready to project text so the whole group can view text.
 Interactive whiteboard with electronic copy of Nonfiction Main Idea and Details Graphic
Organizer (option 1), Nonfiction Main Idea and Details Graphic Organizer (option 2).
 Student copies of selected graphic organizer.
 Pg. 18-19 of text for guided or independent practice.
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 One set of Nonfiction Guided Reading texts (instructional level) per guided reading group.-
Articles include, "Angles in the Animal ER (group 1 & 2), "The Heartbeat of Mother Earth" (group
3), "American Explorers" (group 4)
 Nonfiction Independent Reading material for each student. (Achieve3000 articles aligned to
current reading level)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%
Safety (if applicable)

Time
Process Components
(min.)
*Anticipatory Set
TTW: Review previous learning. We have been focusing on nonfiction texts and how readers
use the text features to help them connect to the information they are reading. Today, we will
continue to use the nonfiction text features to help us better understand our reading. Our focus
now will shift to using the text features to help us determine importance and identify the main
idea and details of the text we are reading.

Good readers stop often when reading nonfiction and summarize or briefly retell, the important
information. This includes identifying the main ideas and important details from the text. By
stopping while reading nonfiction texts, readers are able to take in new information in short
chunks and rephrase it in a way that makes better sense to them. This is an important strategy
and one that requires several steps.
We have two learning targets that I want you to be able to do by the end of the week. We will
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continue to revisit this strategy as we read more nonfiction texts throughout the school year. 
Teacher should display "I Can" statements. 
Let's look at our "I Can" statements for the lesson:
 I can identify the main idea of a section of nonfiction text.
 I can determine if a supporting detail is relevant or irrelevant

*State the Objectives (grade-level terms)

 I can identify the main idea of a section of nonfiction text.
 I can determine if a supporting detail is relevant or irrelevant

*Instructional Input or Procedure

TTW: Today I will reread a small section in the book "Can It Rain Cats and Dogs?" and
model how I determine what the main ideas are and what information is not as important.
I will record my ideas onto a graphic organizer to keep my thoughts organized. (Turn to
pp. 16-17 and display under document camera.)

TTW: How do you think you might use text features to help you identify the main idea of
this section of the text?

TSW: Think/Pair/Share.

TTW: As I look at page 17, I see that it has three headings. This tells me the text is
organized into three different ideas. Follow along as I read the first paragraph. (Read
section, "What is Wind?")

TTW: I know that headings give us a clue to the main idea. The heading of this section is
framed as a question. When I write my main idea statement though, I want it to be a
statement, not a question. So, I'm going to say the main idea of this section is, "Wind is
moving air."

TTW: What details do you think best support the idea that wind is moving air?
TSW: Turn and Talk.

Example:

TTW: Elicit answers from the group. Spring board off of answers with responses such as:

Yes, that idea supports the statement that wind is moving air.
I agree, that idea does give us more information about wind.
Is that the most relevant or important idea they gave us about wind?
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If I read only my main idea statement and these details, would I learn what I need
to know about what makes wind?

TTW: Continue the process with second and third sections. Teacher should clearly model
deciphering between relevant (important information) and irrelevant (not supporting main
idea). Please see sample teacher-completed graphic organizer for the remaining sections:

TTW: Instruct the students that they will have a chance to practice the strategy of
determining importance during small group instruction throughout the week. They will
continue to use this same graphic organizer for consistency and familiarity.

*Modeling
TTW model how to write a main idea statement
TTW model how to determine important details in a nonfiction text.

*Check for Understanding

TTW use exit ticket to check for understanding
TTW check-in with students frequently to monitor understanding and measure progress.

*Guided Practice
TTW: Provide appropriate leveled nonfiction texts for each small group. Guide the
students through completing the determining importance process on small sections of text.
Use the gradual release model; focus on scaffolding and prompting individual students as
needed.
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*NOTE: This is the ideal place to differentiate further as suggested earlier in the lesson
plan. Students needing additional support could have a modified version of this organizer
with additional scaffolds. High achieving students could be pushed to use this graphic
organizer as a spring board for composing a written summary.

TSW: Read instructional level nonfiction texts with teacher support and complete one of
the suggested graphic organizers using a section of the text read. Articles include,
 "Angles in the Animal ER (group 1 & 2)
 "The Heartbeat of Mother Earth" (group 3)
 "American Explorers" (group 4)

*Independent Practice
See L.A. Checklist: Achieve 3000 article

Assessment
TSW be formatively assessed as they use the Summarizing Nonfiction Graphic Organizer
during small group instruction with the teacher today.
TSW continue to use the organizer throughout the week during small group and
independent reading times.

*Closure
TTW: What have you learned about determining importance in nonfiction?

TSW: Respond to question. (Looking for answers to include: use text features to guide you
to what's important, think about details that support main idea statement, ignore irrelevant
details, etc.)

TTW: Why is this skill (determining importance) important for readers?

TSW: Respond to question. (Answers should include: helps to ensure you really
understand what you have read, helps you to focus on only the important pieces of what
you've read and not the tiny, little details, etc.)

TTW: Let's revisit our learning targets for this week. 

Reflect on learning targets:
I can identify the main idea of a section of nonfiction text.
I can determine if a supporting detail is relevant or irrelevant.

TSW: Respond (teacher may choose to put these questions on an exit slip or have an
informal group discussion). The teacher could also collect sticky notes with names on them
if he/she wishes to review them.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The teacher will determine based on student data.
Example: (Should occur during Small Group Instruction Block)
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 For students needing additional support: Modify the graphic organizer so that students are
note-taking for two main idea/detail sets. Also, identify (by bullets on the organizer) how
many "details that support" students should include for each main idea. Use instructional level
text in small group.
 For advanced students: Have students use their graphic organizer to take notes as they
independently read nonfiction text of your selection; then, use that organizer to compose their
own written summary of the text read.
 Teachers should also remember this lesson can be adapted to fit the needs of their unique
class of learners.
 Student checklists are modified to meet learning abilities of students.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)?
What part of the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature