Professional Documents
Culture Documents
Sarah Pazda
Regent University
Introduction
Differentiation is a huge part of a classroom because each student learns differently and a
variety of techniques in instruction can work better for certain students. “Designed
customize the effect to match the particular developmental level and skills of a student or group
of students” (Johnson 2009). Student centered learning also focuses on the needs of each student
and the unique side of each and every one of them. There are a multitude of ways to execute
differentiation. It can be done in different parts of instruction and learning activities. When each
student or groups of students needs are catered to, it promotes further learning for those students.
This happens because the instruction or activity is not too advanced, as it could be for other
students, and it is also not too low, where it does not challenge them enough. Differentiation
allows for the students to learn at their pace. Faith plays an important role in this topic. In one
way, God has given each person specific talents and each person is unique in the way God made
them. This is the same when it comes to how they learn. Each person is made differently and that
means they also learn differently. Centering teaching on each student is also important in the
same sense. God loves each one of us and we should love our students in the same way. When
we focus on student centered learning, we are able to hone in on each student’s learning abilities
Rationale
My first artifact was differentiation in a lesson. For my lesson, we were learning about
how to summarize information found in non-fiction text. This means deciphering important and
interesting details. To start my lesson, I gave each group of tables a card sort. To differentiate the
sort, I gave the lower group an easier sort with hints and the higher groups a more challenging
DIFFERENTIATION AND STUDENT CENTERED INSTRUCTION 3
picture. They were to sort important and interesting detail based on the picture. They were to
infer what facts were just interesting and which ones were important, because the important ones
make up a good summary. This allowed the lower groups to analyze a picture that was easier to
understand and the higher groups were challenged a bit more. I continued on my lesson reading
an article and modeling how to create the best summary of each section and the whole article. I
continually emphasized the fact that it is necessary to identify important details not just
interesting facts.
My second artifact is a variety of small group lessons. For each group, depending on their
level, I did a different lesson. For the lowest two groups, I did an article on “The Amazing
Inventions of Thomas Edison.” This was designed as a lower level packet with catered questions
intended to reach each group in different ways. For this one, we read the article together and
created a summary of each section to make a summary for the whole article, because the
objective for that week was summarizing. The next group did a slightly more challenging read
that was a letter from Frances Perkins. We read it together at first and I went over some
vocabulary, as I did with every other group. After that, I helped them begin their summaries of
each section and they continued to work on them independently. For the last group, the highest
group, I gave them a brochure designed for their level. This brochure was on the Appellation trail
and after we read it through, they worked more independently to create their summaries. I
believe this is a great way to make sure different types of learners on different levels are being
challenged at the appropriate pace. Small groups is a great way to differentiate lessons or
Reflection
DIFFERENTIATION AND STUDENT CENTERED INSTRUCTION 4
It is clear to see how important differentiation can be. When each student is being
challenged at their level, they are being stretched to their potential. It is important to remember
that each student is different and because of this, each students has a unique skillset and were
created differently. “All students will not always find the same avenues to learning equally
engaging, relevant, and interesting. Further, differentiated instruction acknowledges that later
knowledge, skill, and understandings must be built on previous knowledge, skill, and
understandings—and that not all students possess the same learning foundations at the outset of a
Psalm 139:13-14 says “For you formed my inward parts; you knitted me together in my
mother's womb. I praise you, for I am fearfully and wonderfully made. Wonderful are your
works; my soul knows it very well” (BibleGateway). He crafted us each by hand and made us in
different ways. Luke 6:40 says, “The student is not above the teacher, but everyone who is fully
trained will be like their teacher” (BibleGateway). Students learn in different ways and they must
practice what they are working on to master their skills and hone in on their sills. Because each
kid is different, a student centered focus is important. For my last day of school at Arrowhead, I
gave each student in both classes a personalized note and encouragement, reminding them of
how special each one of them are. I think it is important that the students know that their teacher
recognizes them and appreciates each one of them in different ways. A little note like that can go
DIFFERENTIATION AND STUDENT CENTERED INSTRUCTION 5
References
(2017, April 18). 7 Reasons Why Differentiated Instruction Works. Retrieved from
https://inservice.ascd.org/7-reasons-why-differentiated-instruction-works/
www.edutopia.org/blog/differentiated-instruction-student-success.