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Four Principles There are four principles of differentiation described in the book, the first one is proactive, the second one is student centered, third one is assessment based and the fourth one is a blend. Proactive is defined as differentiation is incorporated into initial planning; this means that teachers plan ahead and incorporate different learning styles to comply with the learning diversity in the classrooms. Then student centered is differentiation is based upon the student needs and interests, this principle focuses on going a step further and getting to know the students more to be able to best teach them in a way that they will learn the most from. Thirdly assessment based is when differentiation is based upon information about students and what they need. Pre assessments are done prior to the new material being presented to the students. This gives the teacher a better picture of where she needs to focus on to meet the goals for the class as a whole and for each individual student. Lastly is a blend defined as differentiation is a mixture of whole-class, group, and individual instruction, designed to meet all students needs. This principle uses a mixture of all to enhance and really pinpoint where each student will gain from the most. Mentor Differentiation My mentor teacher uses a blend, most of the time she uses think, pair, and share. For every lesson she always tells them to think, share with their neighbor and then prepare an answer to share with the class. She always has the class participate as she is teaching, like a check point. It helps to do the think, pair, and share for her students that are quiet; its easier for them to share their thoughts and opinions with their partner then with the entire classroom. She always tells them to think, if they raise their hand within a couple of seconds after she has asked them she

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will tell them to put their hand down and think for at least a minute. After a minute or two almost all of the students hands go up, each student has a number assigned to them. She has popsicle sticks with their number on them in a cup and she draws a stick and then thats how she chooses the student that will answer the question. Some students need more explanation to fully comprehend what is being asked for, or to explain their understanding. She will reword her question for this student, or will use different vocabulary with specific students. Since this is a bilingual class, she does many differentiation techniques and styles. All of her students are in a different level in their English language, in reading, writing and speaking. She has to use different words sometimes because of the level of vocabulary that each individual has. She uses student centered for certain students that are really behind, not only because they are being merged into an all English class but in there Spanish language as well. They dont fully comprehend what they are being taught in English, this is why she has to go back and reteach certain things to refresh their memories. She reteaches in English but also explains it in Spanish, these second graders wore in bilingual classes wore they wore exposed to English in only a limited way. So to them being fully merged into an all English class is very new and difficult to adapt too. She uses whole class when its a new lesson, with material that they have never seen before. Future Differentiation I believe that the best way to embrace the diversity in my future classroom is to use the fourth principle, which is blend. This will ensure that I am using all the differentiation techniques while teaching. Every year means different students, just because its the same grade doesnt mean that the students are going to be prepared or as ready as the students from the previous year. I will use proactive, student centered, small group, whole class, and assessments when I see which one

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works best for my students and individuals, and as a class. Assessments help me as a teacher know where my students will need more time and what we need to focus on more to get them to understand what is being taught to them. Working with small groups will benefit those students that need an extra little help or a little more explanation. Some students are so insecure or doubt themselves a lot, they just need to be reassured that they are understanding and grasping the material correctly. I will be teaching in a bilingual setting, s I know and I understand that I will need to come up with creative and new ways to get my students motivated to learn and speak English. Many dont want to speak it because they think they will say it wrong or that they are pronouncing it wrong. I have to reassure them and explain to them that it is a process and that surely but slowly they will get there. That is why I am there for to help guide and teach them English and all the material that they need to learn in that specific grade level. I highly believe that a blend of teaching styles and techniques have to be incorporated to help the child grow and succeed as the great individual that they are.

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Kauchak, D. P., & Eggen, P. D. (2012). Learning and teaching: research-based methods (6th ed.). Boston: Pearson.