Running head: STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 1

Student-Centered and Differentiated Instruction

Faith Ferrulli

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2021

STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 2

Introduction

The competency of student-centered and differentiated instruction highlights the

importance of supporting student learners of all styles and needs and incorporating intentional,

thoroughly thought out, and developed lesson plans with a variety of differentiation available. In

similarity to how everyone has different opinions and desires, students have different learning

styles and needs. It is pivotal to recognize those styles and needs and then adapt appropriately to

reach and teach students effectively. The development of lessons and activities should focus on

the students themselves and their learning styles, needs, and interests. When their interests are

peaked, their willingness to complete the task at hand increases. This concept is similar when

their learning styles and needs are being addressed through the activity or lesson.

Rationale for Selection of Artifacts

Artifact One

The artifact chosen for the student-centered portion of this competency is an independent

project I had created in substitution for a whole group lesson. This project hits five different

standards and is focused on understanding biographies and the nonfictional text features. I

created this project around the student data accumulated throughout the unit regarding where

they are at in their understanding and skill. For the morning group, who need more support in

terms of directions and reading, I recorded myself giving the directions while also directing them

to use the PebbleGo platform to choose a person they would like to study that has text-to-speech.

The afternoon group was given the direction to use PebbleGoNext, which has the same articles,

but they are more in-depth. Overall, the project required students to prove their ability to

independently comprehend standards that were already discussed while also completing the

project with a final oral presentation by recording themselves on Schoology.

STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 3

Artifact Two

The artifact chosen for the differentiated instruction portion of this competency is small

group instruction. In the morning group, I have three different small groups that I implement

various instructional strategies for to meet their learning needs. In the afternoon group, I

complete the same concept but with the four groups in that classroom. These small groups are all

for language arts, and so with the morning group, which consists of all ELLs, I implement the

sound wall to help them understand the production of certain sounds while we look at various

features in our word study. Each small group focuses on word study and reading; however, the

differentiation comes into play with the amount of support provided with reading and the

production of sounds. Differentiation occurs at the small group level and with the students

independently. The majority of the differentiation that occurs within both of my groups

collectively is in small groups; however, whole group lessons are also differentiated primarily for

my morning group as they need additional assistance and support in the language itself.

Reflection on Theory and Practice

This competency holds the students at the center so that the lessons and activities are

formulated around their needs, interests, and strengths. I am breaking down the sections in

further detail to support my selection of artifacts. My first artifact was geared towards the

student-centered portion of the competency in which students took part in a two-week-long

project regarding a biography text analysis. Student-centered learning has the focus on inquiry-

based instruction. Inquiry-based instruction generates an environment where “students are active

constructors of knowledge, and they engage in identifying problems, collecting information, and

solving the problems they encounter.” (Chu, Tse, & Chow, 2011, p. 133). In this manner, the

teacher is merely the facilitator. This project was independent and allowed students to generate
STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 4

curiosity and solve problems they encountered while completing the project so that I developed

multiple avenues they could take to find solutions. The overall goal was to create a project that

simulated their curiosity, which would formulate motivation to improve their understanding of

the standards. After all, an effective project has learning tasks that “promote the learning,

motivate and improve the learning achievement of the students” (Hung, Hwang, & Huang, 2012,

p. 370).

To effectively differentiate a lesson or activity, there must be an understanding of

differentiation. A definition that The Reading Teacher (2012) provides is as followed,

“differentiation is responsive instruction designed to meet unique individual student needs”

(Watts-Taffe, Laster, Broach, Marinak, Connor, & Walker-Dalhouse, 2012, p. 304). Based on

students’ data and knowledge, the activity or lesson is adjusted, and accommodations are made

where necessary to make sure each student successfully reaches the standard at the level of their

understanding. Differentiation not only occurs in the construction of lesson plans for a variety of

learning styles but also takes place amid a lesson to create adaptations to meet the needs of the

students’ mid-lesson that may or may not have been anticipated (Parsons, Dodman, &

Burrowbridge, 2013, p. 40). The majority of differentiation in my classroom occurs in the middle

of a lesson as I understand how much support certain students need versus the challenge that

some can take on depending on their learning styles and needs. I have found myself stopping

mid-lesson and changing the method of communication or support to successfully guide my

students to reach the set standard for them. In the small group instructional environment, I have

collected data each day about what works for students versus what needs to be changed. Each

small group has varying reading levels and support. As the reading level increases, the support
STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 5

decreases typically, but it is also dependent on the topic at hand and each student’s ability to

complete the task independently.

Studies conducted about how children learn to read indicated that “students made greater

gains in word reading and reading comprehension when their teachers differentiated instruction

using small, flexible learning groups during a lesson or station time than did those whose

teachers provided high quality, but primarily whole class instruction” (Watts-Taffe et al., 2012,

p. 304-305). This finding supports the implementation of small groups catered to the students’

needs in the specific groups. Differentiated instructions can unfold in various ways; however,

decisions must be guided by the students’ needs, interests, and strengths (Watts-Taffe et al.,

2012, p. 313). For both portions of this competency, the students are at the core. However, the

ability to grasp this understanding is fundamental to a successful classroom.

As a Christian, we formulate relationships and pour into other people for the purpose of

helping them grow closer to the Lord. I have found it to be similar to teaching students and

building relationships with them. The student-centered and differentiated instruction truly

highlights the student’s identity by seeing them individually with specific strengths and

weaknesses. The creation of lessons and activities geared towards their needs and interests

allows them to generate ideas and curiosity to lead them closer toward success in their

academics. They develop their philosophy of education while being completely unaware that is

what they are doing when they formulate their thoughts and opinions on the learning. By leading

and guiding these students in a way that constantly pours into them the reminder of their

exponential potential, a propellant is created that allows them to take a more prominent role in

their education. Luke 6:20 speaks about how the student is not above the teacher but will become

as equipped as the teacher through proper training. The goal is to guide and enrich the minds of
STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 6

students to become positive contributors to society. One of the first steps after building a

relationship with them is to help propel them to higher understanding levels by meeting them

where they are.

STUDENT-CENTERED AND DIFFERENTIATED INSTRUCTION 7

References

Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-

based learning to help primary school students develop information literacy and

information skills. Library & Information Science Research, 33(2), 132-143.

Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for

improving students' learning motivation, problem-solving competence and learning

achievement. Journal of Educational Technology & Society, 15(4), 368-379. Retrieved

March 27, 2021, from http://www.jstor.org/stable/jeductechsoci.15.4.368.

Parsons, S., Dodman, S., & Burrowbridge, S. (2013). Broadening the view of differentiated

instruction. The Phi Delta Kappan, 95(1), 38-42. Retrieved March 27, 2021, from

http://www.jstor.org/stable/23617757.

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., Connor, C., & Walker-Dalhouse, D. (2012).

Differentiated instruction: Making informed teacher decisions. The Reading

Teacher, 66(4), 303-314. Retrieved March 27, 2021, from

http://www.jstor.org/stable/23321311.