The fact that students differ can be annoying, but it is inevitable. Accommodating this diversity is the inevitable price of productivity, high standards, and fairness to students. (Sizer, 1984) The education system in the United States is undergoing significant changes. Higher standards as well as student diversity are the focus of most schools. Even in a group room like mine, where all students are learning a language, differentiation is vital. I have diverse students from different cultures. From Africa to Vietnam, my students come with different cultural perspectives that shape their interests. Coming from a different country that may have different educational expectations is also a challenge for a class like mine. Their academic preparation fluctuates considerably. Culture or interest, preparation, and language levels are the three main characteristics I consider when thinking about differentiating my students. With ongoing assessments in place, you can begin to differentiate three aspects of your program: content, process, and product (Laureate, 2011). Choosing how to deliver lesson content tailored to language learners is hard work. I need to make sure I use tools and strategies that tap into all language areas and build vocabulary. For this lesson, I will use images, diagrams, and videos to convey the content. Using visuals will help support vocabulary. These delivery methods will help my auditory and visual learners. In addition to my visuals, I will use gestures and movements to practice vocabulary. Engaging the student in kinesthetic activities will help them retain vocabulary and improve their comprehension. Teachers can appropriately differentiate the actual content (versus how the student......in the middle of the copy...lots of time and thought. However, I understand that if I want that my students succeed, I must provide quality teaching and meet their needs. This is exactly what differentiation offers to all learners. If our passion is for our students, differentiation must be part of our lessons. T. (1984). Horace's Compromise: The American High School Dilemma (p.194). Boston: Houghton-MifflinTomlinson, CA (2010). . Ed.), On Teaching Excellence (pp. 247-268: Solution Tree Press. Tomlinson, CA and Allan, SD (2000). . Alexandria, VA: Association for Supervision and Program Development..