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Destiny Crawford

“Student-Centered and Differentiated Instruction”

Regent University
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Introduction

A classroom is a place full of diverse learners, with different backgrounds and

experiences. It is a common conception that all students learn differently, but often times

students are on dramatically levels despite being the same age or in the same class.

The tool of differentiation addresses these issues by giving students individual attention

and specify content that is made specifically for their comprehension level. Although this

tool is vital to student success, many teachers are overwhelmed because of how

differentiation is so demanding of time. Time management is naturally difficult, but

incorporating specialized instruction can often deter teachers from forming quality

lesson plans that empower students to grow. There are simple and effective ways to

incorporate differentiation into instruction to ensure that no student is left is behind and

that every child feels connected in the classroom.

Rational of Artifacts

I chose a past math lesson as my first artifact, showing how I differentiated my

instruction. I gave the smaller clocks to 4 of my students who, based on an assessment,

were not comprehending the content. These students were making the same mistake

when trying to determine the time to the half-hour. I told the class “I need some

volunteers” and gave them out to the students who needed the extra help, to avoid

embarrassing them. While I continued with the lesson, I was able to observe the

progress of those students while they were using the manipulative. As a result of using
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this visual, the students were able to master the concept, without me having to take time

from the whole group, to pull them into a smaller group.

I chose my reading groups and “Raz Kids” as my second artifact because they

showcase the differentiation incorporated into my reading lessons. I have 5 different

groups in my class, all separated by their reading level, and I allow 15 minutes with

each. While I am meeting with the small groups, students practice individual reading on

“Raz Kids” which is also sectioned by reading level. Pictured are flashcards for my

green group. These flashcards include sight words, words in an upcoming story, and

problem words that those specific students struggle with. I utilize these cards at the

beginning of the group time, turning them into a game. I also go over different reading

procedures to help students when they get stuck on a word, teaching them how to use

different strategies to figure it out on their own. Groups are changed throughout the year

to accommodate progressed learners, and to move up every student at their own pace.

Theory of Artifacts

Just how the lack of differentiation can be detrimental to student development,

differentiation applied the wrong way can also negatively affect students. Teachers can

successfully assess student data, place them in the appropriate groups and work on

specific problem areas, but see student morale decrease. (McCarthy, 2015) Teachers

can see substantial growth in student reading and math levels, but notice that students

are not as engaged, or show behavior that is out of character. This is because the
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student feels disconnected. “A differentiated classroom should still feel like a community.

It shouldn’t be like we’re in three different classrooms”, Nancy Anderson states,

addressing the proper way to incorporate differentiation. In my math lesson, I knew of

four students who were not understanding the concept of ‘half-hour clocks’. I chose to

not pull them aside because I knew one of the students who needed extra help gets

embarrassed easily. Instead, during the lesson, I asked for volunteers to practice on a

mini clock manipulative, while the other students continued with the lesson. This

incorporated differentiation, without calling out students, and also allowed me to work

‘secretly’ on their problem areas and help them succeed. This was written into my

lesson plans under the chart “differentiation”. During lesson planning, I incorporate how

to tailor the lesson to my higher level and lower level students. I also try and incorporate

a plan for early finishers as well as my students with 504 plans they may need extra

time. This preparation allows my students to be engaged and challenged while working

whole group with tailored instruction.

One reason differentiation is so effective is because it is student-centered and

proactive. This type of classroom operates with the most engaging and relevant

instruction in mind. It seeks to provide the most appropriately challenging content and

learning experiences for students, with their frustration level in mind. It also brings

learner's gifts and needs into lesson planning, allowing students to grow in their specific

areas. (Martin, 2020) Students are appropriately grouped by their readiness, gifts,

interests, and learning profiles. The outcome of this is a student that is progressing,

engaging, and confident in their progress because they are not constantly faced with
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work that is too difficult for them. The outcome of that is a teacher that feels motivated

and empowered because of tangible evidence of development.

In my reading groups, each guided reading time is separated by reading level

determined by an IRI. This valuable time allows me to target words or digraphs that

specific students struggle with, through rehearsing flashcards and sight words that use

those digraphs. This time of differentiation also allows me to teach concepts of print and

fluency. The size of the group itself aids students learning, using one on one instruction

to guide reading and word solving skills. This example of differentiation can be easily

incorporated into an everyday schedule and has shown much more effective than

individual reading or whole group reading. (Geiger, 2021)

My students also have access to chrome books which I utilize for differentiation

as well. “Raz Kids” has shown to be a great website for my lower readers, because it

reads the story to the student while highlighting the words while being read. Students

have their own library of books based on their reading level and vocabulary level. This

website also incorporates comprehension questions at the end of each book which is an

area many students struggle with. (Blogger, 2017) I intertwine this in my instruction

during guided reading, so that every child is receiving the individual instruction based on

their frustration level.

Just like other aspects of teaching, faith does impact my view and approach in

differentiation. In a lot of ways, differentiation requires substantial effort and initiative

when lesson planning and can be strenuous at times. As a Christian, I believe that every

child is a child of God and that every student in my classroom has a unique purpose

and plan before they were ever born. As a teacher, I expect my students to reach their
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full potential and to accomplish their goals. Differentiation offers an avenue for personal

instruction and interaction which communicates to students that they are cared for and

that their education matters. Part of my philosophy as a teacher is to communicate to

students how much they matter, and how I will not allow any students to feel

disconnected or left behind. This is partly because I have known the love of the Father,

and I strive to portray that kind of love.

A story in the Bible talks of the “Good Shepard” who left his 99 sheep to go back

for the 1 that was left behind. This parable encapsulates the mindset of Christ,

proclaiming that every life is immeasurably valuable and deserving. I view my role as a

teacher to be somewhat of an enabler, guiding students to what their calling is, and

being a stepping stone so that their future can be that much more accessible. Jesus

himself knows every thought, every emotion, and even the number of hairs on our

heads because He is a personal God. Mirroring this principle, differentiation simply

shows students that they matter, that they are worth the time, and that that dream inside

their head is closer than they think. Students can feel the difference between a teacher

who does the bare minimum, and one who goes the extra mile. Differentiation, although

requiring greater effort and planning, produces incredible growth within students who

just needed to be given the chance. ”Whatever you do, work at it with all your heart, as

working for the Lord, not human masters.” Colossians 3:23

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Resources

Geiger, A. (2021, March 8). 10 reasons K-2 learners need guided reading. The
Measured Mom.

Martin, S. (2020, May 29). The Top Benefits of Guided Reading & Why You Should Do
It. Mrs. Richardson’s Class.

McCarthy, J. (2015, February 6). Differentiation Is Just Too Difficult: Myth-Busting DI

Part 3. Edutopia.

Blogger, A. G. (2017, April 18). 7 Reasons Why Differentiated Instruction Works. ASCD
Inservice.

What Is Differentiated Instruction? (2019, September 25). Reading Rockets.