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Mr. Rodriguez realizes that students are individuals and is able to differentiate his teaching based on student learning profiles. Through reflection he is making formative assessments of his methodology and can then adjust his teaching based on student performance. By having the students repeat his mantra, he is preparing them consciously and subconsciously for the days learning activities.  He uses this as a means of motivating students. Group work gives students a choice in how they learn.  It encourages collaboration and allows teachers to observe students within different ability groups.  It enables teachers to better understand how receptive their individual students are in differing learning environments. Aligning with KUD, students could be asked to write a paragraph on how the information from the lesson relates to them or real world events. Mr. Rodriguez personalizes his students learning by addressing each one individually.  This gives him the ability to tailor content, process, and product, based on the student’s cognition. This credit is due to his grasp of student learning as a listening and attentive educator, Mr. Rodriguez uses the theories of: maturationist, environmentalist and constructivi

st to aide in his approach, assessment and comprehension of his students. Knowing what went well, what needs to change, what new ideas to implement. In anchor learning the “use of repetitive verbal responses” (Shean, 2012, p1.1) puts the learner in a prepared mental state with the mantra’s repetitive nature it is actually putting students in the mind-set to begin their day of learning and open the avenue into the brain. Its effects are prideful encouragement as in the adrenaline rush a player receives when a chant is being shouted by fans. This mantra, if delivered correctly, will encourage the students. By the expressed experiences of peers. We, as educators, should be able to notice that students coming from similar environments and how, through experience, the students gather knowledge there from. An open discussion (Socratic method) in which the questions are asked to the whole class and individuals are picked to answer while others are picked to either elaborate on the initial student’s response or answer the question in their own words another way. In acknowledging student needs, assessing those needs and implementing strategies to enhance individual learning while caring about the whole class. Reference