Differentiated Instruction: Meeting the Students’ Diverse Needs and Uniqueness

Abstract

Differentiated Instruction is one of choices in order to bridge the issues of students' diversity that exist in English teaching which focuses on three main points, namely: content, process and products. The uniqueness of the students is always challenging to be involved in English classroom. The aim of this study is to explore on how the exclusive differentiate instructions applied in one of Junior High School in Eastern Taiwan. The method of the research is qualitative research involving detail class observation towards 22 pupils. The research findings provided deeper information on some points: (1) how the teacher recognizes students' competency levels; (2) how to make students being aware and usual with the teacher's instructions; (3) How to prepare different methods and assessments in same period of teaching.