Running Head: DIFFERENTIATED INSTRUCTION 1

Student Centered and/or Differentiated Instruction

Anna Whalen

Regent University

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

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Introduction

There is a quote by George Evans that always comes to mind when I think of

differentiation. He said, “Every child can learn. Just not on the same day or in the same way,”

(Masters in Special Education). It is unrealistic to think that every child in a classroom would

think the same way, so why would we give all our instruction the same way? Within my single

classroom, I have 22 learners that have ranging abilities, different backgrounds, and different

interests; all of this and more means I have 22 different brains that will all gain and retain new

information in varying ways. Through differentiated instruction, I can reach all of my students in

the way that best meets their needs and interests. To demonstrate this, I have selected two lesson

plans that demonstrate student-centered and differentiated instruction. One is a lesson on

part-part-whole: a form of simple addition. The other lesson is on living and nonliving things.

Both of these lessons provide a variety of instructional delivery, as well as more student-centered

methods of assessment.

Rationale for Selection of Artifacts

The first artifact I chose to demonstrate differentiated instruction was a lesson on

part-part-whole. We had already covered parts of the numbers 1-7, so the lesson reviewed parts

of 6 and 7, then introduced the parts of 8 and 9. I had noticed a few things in the week prior,

realizing as we got into bigger numbers students were struggling more to understand the concept.

When introducing 6 and 7 that week before, some of the students were really struggling to

maneuver their own counters (round, quarter-sized chips that are red on one side and yellow on

the other) on their part-part-whole chart and keep track of the numbers. I was trying to think of

different ways to help the students approach part-part-whole in a different way when I found a

box in my teacher’s room that had not been opened yet. It was this math machine that helps
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students see how to combine two numbers to make another. The math machine was too small to

just mount on the board and use in front of the students, but once I figured out how to maneuver

the document camera just right, I was able to project the math machine onto the board, zooming

in so all of the students could see. Not only did this math machine show the students simple

addition in a different format, but it was something more exciting and game-like. This tool

benefitted both the students that did not understand and the students that were getting bored with

the content. With the addition of the math machine to our manipulatives, the students were able

to draw their rainbows, draw dots or physically touch counters on their part part whole charts,

and visually see the math machine to help them understand simple addition in part-part-whole.

The second artifact I chose to show differentiated instruction is a short lesson on living

and nonliving things. In this lesson, students sang a previously introduced song about living and

nonliving things, watched a video of an interactive read aloud, completed a fillable book, and

then created their own living thing. The students were able to review what they learned by

singing a song in the anticipatory set (key line is “it eats and breathes and grows”) and then they

reinforced that knowledge through the interactive read aloud. The author talked about all the

different ways we know something is living or nonliving, then had students show thumbs up or

down when reviewing if certain things were living or nonliving. Students then filled out a small

reading book as a class, annotating if the picture showed if something was living or nonliving.

Both of these activities were meaningful, but I wanted to include an activity that showed

students’ true understanding of living things. I had students create their own living thing in a

picture in their journals. They were to then write four sentences, one of which needed to show

me evidence that the creature was a living thing. This meant they could tell me its favorite food,

how big it would grow to be, what it likes to drink, etc. The students were given free range to
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choose what their creature would look like or do, as long as something proved it was living. I

walked around as students created their living things, asking questions about each creature to

gauge check for student understanding of what it means to be a living or nonliving thing. Many

students made variations of their pets at home or their favorite animals. One student made a

variation of my example (seen in the artifact below), but his creature loved to eat his favorite

food instead: blueberries. The students were able to enjoy creating their own things, and all of

them were able to tell me the difference between a living and nonliving thing in their own words.

Reflection on Theory and Practice

If you have ever been shopping, you know “one size fits all” never actually fits all- or

even most. Instruction is the same way; no two students are the same and a variety of different

factors add up to mean no two students learn the same way. As a teacher, you have to vary, or

differentiate the way you deliver instruction and assess understanding in order to meet the needs

of your students. Dr. Catlin Tucker explains, “differentiated instruction ‘is the practice of

modifying and adapting instruction, materials, content, student projects and products, and

assessment to meet the learning needs of individual students’” (Tucker, 2011). With

differentiated instruction, you do not have to come up with individual lessons for each and every

student; that would make it impossible to get through all of the curriculum in a school year. You

do, however, have to offer information to students in various ways, tailoring the lessons to meet

the different needs of one’s students. According to the VARK Model, there are four main kinds

of learners: some students are auditory learners, some are physical/kinesthetic, some are visual,

and some are verbal learners (4 Different Learning Styles, 2020). If each and every lesson

follows the exact same style, students will not reach their full potential; some will never grasp

the concept, while others will lose interest. Dr. Tucker also explains, “Without an attempt to vary
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instruction to meet the individual needs of each student, the curriculum is bound to bore some

and baffle others,” (Tucker, 2011). If a teacher cannot keep students engaged in learning, it is

likely to lead to other problems outside of just mastering the curriculum; bored students or

students that do not understand what is being taught often leads to classroom management issues.

Delivery of instruction, or style of teaching, is not the only way one should differentiate.

A teacher can also differentiate the way in which students are assessed. When a teacher

differentiates their assessment of students, students are able to break down what they have

learned in a way that is more meaningful and interesting to them. Examples of quality

differentiation in assessment are, “culminating projects that ask the student to rehearse, apply,

and extend what he or she has learned in a unit,” (Tomlinson, 2001). Asking students simple yes

or no, or even multiple choice questions often does not give a true picture of what they

understand; many can regurgitate information they have heard once before without actually

understanding it. Quality, differentiated assessments allow students to take what they have

learned and apply to whatever product they are creating.

Teachers are often a cornerstone in the growth and development of a child, both in an

academic sense and a character sense. It is said in Proverbs 22:6, “train a child in the way he

should go, and when he is old, he will not depart from it.” When a teacher refuses to vary

instruction, they are then refusing to reach all of their students. As a Christian, it is our duty to

speak light into every one of our students; we cannot do that without varying the methods that

we use. Otherwise, we are telling our students that do not understand our selected way that they

are not worthy of learning, which simply is not true. 1 Peter 4:10-11 states, “As each has

received a gift, use it to serve one another, as good stewards of God's varied grace...in order that

in everything God may be glorified through Jesus Christ.” If we do not recognize our students'
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different learning styles, abilities, and talents and then teach them to use those, they will never be

able to use those God-given gifts to best serve Him. By varying instruction, we better serve God

by helping our students to identify their own strengths and talents, leading them to a better path

to best serve God as well.

I believe the artifacts I selected both display a range of differentiation. Due to COVID

concerns, cooperative learning and flexible grouping are difficult to coordinate, but I believe the

varied methods of delivering and assessing content are having a positive impact on the students’

learning nonetheless. The math lesson I selected provided something for every learner; chanting,

drawing, visual aids, and physical objects to touch/manipulate. The science lesson offered the

students to apply what they have learned through the creation and description of their own

fictional character. Both of these lessons display the thought and care I put into reaching each of

the students in my classroom.

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Artifact #1 - Part-Part-Whole Lesson featuring Math Machine

Teacher Education Lesson Plan Template

Teacher: Anna Whalen Date: 2/22/21

Title of Lesson: Part-Part-Whole 6-9 Cooperating Teacher: Mrs. Escobedo

Core Components
Subject, Content Area, or Topic
Math, Part Whole, simple addition and subtraction
Student Population
22 students, 4 IEPs, 1 ESL 11 girls, 11 boys
Learning Objectives
TSW be able to solve simple addition with part-part-whole for parts of numbers 6 through 9.
TSW be able to represent simple addition with part-part-whole using manipulatives.
Virginia Essential Knowledge and Skills (SOL)
K.4 The student will
a) recognize and describe with fluency part-whole relationships for numbers up to 5
b) investigate and describe part-whole relationships for numbers up to 10.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
-Blue Part Part Whole (PPW) mats
-Dry erase markers
-red and yellow counters
-document camera/projector
-anchor chart from previous class
-parts of 6 and 7 h/o
-math machine

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
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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
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety (if applicable)

All COVID precautions will be followed.

Time
Process Components
(min.)
5 *Anticipatory Set
TTW be reviewing the parts of 1-7 with the help of the Math Machine (MM).
TTW ensure the document camera (DC) is set up to project the MM so all students can see
the math being “made.” (DC is turned towards the blackboard where the MM is mounted
via magnets. MM is 4 pieces of plastic- a cup for blue balls, a cup for green balls, a plastic
tray to hold the balls in a straight line, and a funnel to drop the balls into the tray with a
magnetic number strip below.)
This manipulative has not been seen by students yet. The goal is to help the students
better visualize and comprehend putting two parts together to make one whole. TTW ask
the students who remembers… and review the parts of 1-7, focusing on 6 and 7. TTW ask
the students “what do ____ and ____ make?” TTW tell the
students to work it out on their PPW charts, making dots with
their dry erase markers or using counters. Then the students
will raise their hands to give the answer. TTW “ask the math
machine” to double check the answer. If the question is “what
does 2 and 3 make?” TTW drop 2 blue balls and then 3 green
balls into the funnel. A student will be told to come up to the
projection. They will count the green. Then count the blue.
Then count all of the balls together. Then the teacher will ask
“what do 2 and 3 make?” Finally, the teacher will ask the
student to turn to the class and say “2 and 3 make 5!” The
teacher will have the class all repeat back the number sentence
for each anwer.
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*The picture shows the apparatus, not the math being done in the AS*
*State the Objectives (grade-level terms)
I can find the whole by putting two parts together.

5 *Instructional Input or Procedure

TTW remind students # and # make # is the same thing as # + # = #, pointing to the plus
sign and equal sign on the MM.

TTW challenge students to draw their rainbows for 6 and 7 on the back of their PPW
charts. *TTW walk around and assess students’ recall of the rainbows for 6 and 7 as they
draw them* TTW ask the students to help complete her rainbow on the board, calling on
volunteers to connect the numbers. TTW then use math machine to double check their
rainbow, dropping the balls in to represent the numbers (so we said 2 and 5 make 7. *drops
two blue and then 5 green into funnel* how many green do you see? how many blue? how
many are there altogether? ok, everyone repeat, “2 and 5 make 7”).

*after resource*

TTW repeat essentially the same thing with the number 8, then the number 9. TSW
15 complete the rainbows on the back of their PPW chart with the teacher to reinforce the
information. TTW have the students chant the rainbows as a class.

*Modeling
TTW model the correct rainbows for the student during both instruction portions.

TTW model the first question on the handout for students, asking them to point to the
2 parts, then where they should write the whole. TTW not give the answer.

*Check for Understanding

To be completed throughout lesson- checking rainbow completion, gauging understanding
of practice questions.

break for resource

10 *Guided Practice
TTW give the students scenarios to practice 6 and 7. (ex. If I have 3 boxes of girl scout
cookies, and then I buy 3 more, how many boxes of GS cookies do I have?) TTW tell
students to either use their counters on their PPW chart OR draw dots on their PPW chart
to help them visualize the math problem, but they need to draw the numbers either way.
TTW ask for volunteers to share their answers. TTW ask students to tell her what the parts
were, then ask students to put it all together (3 and 3 make 6). TTW reinforce what the
student says by putting the balls into the MM as they say it. If MM has a different idea for
the answer, the student will count the parts and the whole on MM. Students will all repeat
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the number sentence chorally. As students appear more confident with the material, TTW
ask everyone to just show the answer by holding up their fingers.

*after resource*
TTW give the students scenarios to practice 8 and 9. (ex. If I have 5 boxes of girl scout
14 cookies, and then I buy 4 more, how many boxes of GS cookies do I have?) TTW tell
students to either use their counters on their PPW chart OR draw dots on their PPW chart
to help them visualize the math problem, but they need to draw the numbers either way.
TTW ask for volunteers to share their answers. TTW ask students to tell her what the parts
were, then ask students to put it all together (5 and 4 make 9). TTW reinforce what the
student says by putting the balls into the MM as they say it. If MM has a different idea for
the answer, the student will count the parts and the whole on MM. Students will all repeat
the number sentence chorally.

10 *Independent Practice
*the independent practice will be completed before resource as the parts of 6 and 7
handout*
TSW complete the parts of 6 and 7 sheet. TTW not tell the students this is a
quiz/knowledge check, just a normal handout to prevent any test anxiety. TTW tell students
to leave the IP on their desks; once the PE teacher comes, TTW collect the papers and grade
them to assess understanding.

Assessment
TSW complete the parts of 6 and 7 sheet as IP. TTW collect the sheets to assess
understanding during resource time as a progress check to see if students are understanding
the concept with numbers greater than 5.

1 *Closure
The class will chant the parts of 8 and 9 rainbows.

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

Students will be given the option to use their charts to assist in the handout. Students are also being
given several different ways to help them understand the concept in this lesson: rainbows, counters,
drawing dots, and the math machine.
In lessons prior, it was noticed students could grasp the numbers better with some sort of context, so
instead of saying “what does 2 and 2 make?” TTW give the students the information in the form of
a word problem, like the cookie examples.
Extension: students who finish the IP early should practice their rainbows on the back.
Accommodations: students with required accommodations will have each question orally explained
and assisted as needed. Others in need of the assistance will also have each question orally
explained, adding context/stories to the problems to better understand if needed.
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Classroom Management Issues (optional)

Students will be told to give spirit fingers and look up once they’ve solved a problem and they are
waiting for classmates to finish.
Popsicle sticks can be used to call on students if the same select few (or none) are answering. No
one answering could also be a sign the information isn’t being understood, so the teacher will be
readdressing the instruction.
Students will do a wiggle break immediately following lunch to help students get recentered and
focused.
Calls to attention- 123 eyes on me, claps, if you hear me clap once.
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
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Rainbows:
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Math Machine Examples:

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Parts of 6 and 7 Handout

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Artifact #2- Living and Nonliving Lesson Ft. My Living Thing Journal

Teacher Education Lesson Plan Template

Teacher: Anna Whalen Date: February 9, 2021

Title of Lesson: Living Vs. Nonliving Cooperating Teacher: Mrs. Escobedo

Core Components
Subject, Content Area, or Topic
Science, Living and Nonliving
Student Population
22 students, 4 IEPs, 1 ESL 11 girls, 11 boys
Learning Objectives
TSW be able to determine the difference between living and nonliving things.
TSW be able to identify characteristics of living things.
TSW be able to identify characteristics of nonliving things.
Virginia Essential Knowledge and Skills (SOL)
K.6 The student will investigate and understand that there are differences between living
organisms and nonliving objects. Key ideas include
a) all things can be classified as living or nonliving; and
b) living organisms have certain characteristics that distinguish them from nonliving
objects.
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
-anchor chart
-Living and Nonliving by Kelli Hicks Living or Nonliving Ecosystems Unit - YouTube (interactive
read aloud)
-Fillable book for living and nonliving
-crayons to complete the workbook
-Living and Nonliving song
-My living thing handout

This lesson adapted from the Grassfield Elementary grade level lesson plan.
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
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X Homework & Practice 28%

X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X 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)

TSW not be allowed to share materials and must maintain 3ft+ distance at all times.

Time
Process Components
(min.)
3 *Anticipatory Set
TTW lead the students in singing the Living and Nonliving
Song.

*State the Objectives (grade-level terms)

I can identify and describe living and nonliving things.
10 *Instructional Input or Procedure
TTW review what we know about living and nonliving things from previous lessons.
TTW play the Living and Nonliving Things read aloud. The read aloud reviews all of the
criteria for something to be living/nonliving, then has the students give thumbs up/down to
decide if something is living or nonliving. TTW pass out the GP for the students while they
are watching/listening to/participating in the read aloud.
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5 *Modeling
TTW read through the living and nonliving fillable book with the students. TTW model
filling out the book, as well as circling all word wall words.
TTW model their living thing creation and paragraph.
*Check for Understanding
TTW check for understanding with the review of living and nonliving, as well as the
responses for the blanks within the fillable book.

2 *Guided Practice
TTW walk students through the living and nonliving fillable workbook. The class will read
along with the teacher. Everyone will give a thumbs up for living and thumbs down for
nonliving. They will write the answer on their own after GP.
13 *Independent Practice
TSW complete the living and nonliving fillable. Coloring to be done AFTER completing
the Living Thing activity.
TSW create their own living thing and describe why it is a living thing in a paragraph. The
paragraph should look something like “This is my living thing. It is really big. It needs to
eat. It likes to move.” TTW instruct students their 4 sentences need to show some sort of
indication that the thing is living- what it eats, if it moves/grows, needs water to drink, etc.
TTW also remind students of the big 3:
Capitals to start,
spaces in between,
a period to stop if you know what I mean.
Assessment
TTW assess student understanding throughout the lesson. TTW also walk around and ask
students about their living things. The main criteria is the student showing at least one
piece of evidence that their imaginary thing is living.
2 *Closure
TTW ask the students examples of living and nonliving things while they pack up for the
day.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students who struggle with writing will be given sentence starters.
Students who need assistance will receive more guidance throughout the activity. For example, a
student that struggles with reading/writing will orally explain what they want to write. TTW write
those sentences in highlighter, prompting the student to help sound out the words, so the student
gets more practice writing legibly. This also helps the student see that they are capable of writing
the four sentence paragraphs just like their peers.
Classroom Management Issues (optional)
Soft Music in the background to keep noise level down during IP.
TTW be checking for interaction/paying attention by handing out fillable book while students watch
read aloud video. This also eliminates wasted instruction time handing out book.
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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
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References

4 Different Learning Styles You Should Know: The VARK Model. (2020, July 31). Retrieved
March 21, 2021, from
https://educationonline.ku.edu/community/4-different-learning-styles-to-know.

Masters in Special Education. (n.d.). Retrieved March 21, 2021, from

https://www.masters-education.com/masters-in-special-education/#:~:text=There%27s%2
0a%20famous%20quote%20throughout,way%20that%20they%20can%20learn.

Tomlinson, C. A. (2001, February). Differentiation of Instruction in the Elementary Grades.

ERIC Digest. Retrieved March 18, 2021, from
https://www.ericdigests.org/2001-2/elementary.html

Tucker, C., Dr. (2011, January 5). Differentiated Instruction: What is it? Why is it Important?
How can Technology Help? Retrieved March 18, 2021, from
https://catlintucker.com/2011/01/differentiated-instruction-what-is-it-why-is-it-important-
how-can-technology-help/