Running head: DIFFERENTIATED INSTRUCTION

Differentiated Instruction in the Classroom

Tiffany Crisp

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2018

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Introduction

Students do not think the same, look the same, have the same interests, and they

definitely do not learn the same. An educators job is to change the methods of how they teach to

best suit each member in the classroom. Just because one student can look at a problem and find

a solution using mental math does not mean that every student can do the same. One of the most

important lessons I’ve learned from being in the classroom is that students depend on teachers to

differentiate the curriculum for them—whether they are aware of it or not. This reflection will

outline how I have used differentiation in the classroom, specifically in the area of math.

Rational for Selection of Artifacts

Telling/Making Time:

The first artifact I chose to highlight was a picture from a lesson I taught on telling and

making time on an analog clock. Analog clocks were challenging for my group of second graders

to read because these clocks have many components to learn about in order to tell the time

correctly. Differentiation was essential for teaching about analog clocks due to various levels of

understanding among the students. With the use of a pre-assessment prior to starting the

instructional process, I was able to group the students into similar comprehension levels. Based

on the data from the pre-assessment, I grouped the students into four groups: low, medium,

medium-high, and high.

My lowest group needed the most differentiation due to their lack of exposure to analog

clocks. In this group, I focused primarily on the basics of the clock and discussed the difference

between the different hands, how many minutes were in an hour, what a.m. and p.m. were, and

how both hands are always moving. My two middle groups (medium and medium-high) only

needed a brief review of the parts of a clock and their functions with less explanations. The
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middle groups were also able to make and tell some time by using solely prior knowledge. The

fourth group, or the high group, jumped right into telling time to the nearest five minutes (SOL).

I did not have to touch on the basics but could focus on repetition and improving their speed and

accuracy of time telling.

Addition with Regrouping:

The second artifact I chose to highlight was a picture from a small group lesson on

addition with regrouping. Regrouping using double digit numbers tends to cause issues with

students because there is a step where they have to carry a number over to the tens place. When I

taught this lesson, I broke up the class into groups based on each student’s ability to regroup

using addition. Similar to the time telling groups, I had a low, medium, medium-high, and a high

group.
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When working with the low group, I differentiated the lesson using base-10 blocks as

models. I worked on grouping 10 ones into making 1 group of ten to help the low students

process why regrouping is essential for solving these addition problems. With the medium and

medium-high groups, I had the students practice addition with regrouping using the base-10

blocks and solving the standard way. These groups were ready to do the problems without the

base-10 blocks after a few problems and switched to the standard way. With the high group, I

was able to work on consistently and accuracy using only the standard way. Due to the different

levels of understanding, differentiation was extremely beneficial to implement during the

regrouping unit.

Reflection

As teachers who each have their own individual learning style, Paula Rutherford, author

of Instruction for all Students, warns of the trap teachers can fall into: “We have a tendency to

ask students to work and think in ways that are comfortable or productive for us so it requires
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careful planning to include learning experiences for all learning preferences” (Rutherford, 2008,

p. 205).

Paula believes that teachers must differentiate to meet all students’ needs. She states that

teachers are to “be knowledgeable about and skillful with the content to be taught” (Rutherford,

2008, p. 199). Essentially, Paula points out that effective differentiation requires fluency with the

curriculum. In order to manipulate the content and be able teach it in multiples of different ways,

teachers need to know the in’s and the out’s of the curriculum. Paula also advises educators to

not only notice the differences in learning styles of their students but to respond to them with

action (Rutherford, 2008, p. 199).

In addition to the familiarity with the content, teachers need to be sure their lessons are

student-centered, or differentiated, to meet all student needs. Dean Webb and Arlene Metha,

authors of Foundations of American Education, state that the “student-centered curriculum

focuses on the individual learner and the development of the whole student” (Webb & Metha,

2017, p. 372) The goal of this student centered curriculum or differentiation is to better the

student through modifying the traditional material. Webb and Metha believe that when students

are given more freedom in how the instruction of the content is given to them, it will interest the

students more and inspire them to engage at a deeper level and have a deeper understanding of

the taught material (Webb & Metha, 2017, p. 372).

My faith in Jesus Christ greatly impacts how I make my decisions, especially in regard to

teaching. Colossians 3:23 states, “Whatever you do, work at it with all your heart, as working for

the Lord, not for human masters.” I love this verse because I don’t teach to please or serve the

agenda of myself. I teach to best serve my students. If I lack effort and don’t teach with my
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whole heart, as unto the Lord, then it isn’t worth it to teach. The students don’t deserve my

leftovers, but my best every day.

Jesus is the model for Christianity and he sets the example with humility. As a future

classroom teacher, I strive to approach every lesson and activity I do with the kids with a humble

heart and a servant mindset. I have been created to serve people, specifically children, as Christ

came and served. Out of my relationship with Christ and the model that he set, I will endeavor to

be the best teacher I can be to all my future students.

Bibliography

Rutherford, P. (2008). Instruction for All Students. Alexandria: Just ASK Publications &

Professional Development .

Webb, L. D., & Metha, A. (2017). Foundations of American Education. Upper Saddle River:

Pearson.