Differentiated Instruction: Meeting the Students’ Diverse Needs and Uniqueness

DOI

10.2991/978-2-38476-054-1_13How to use a DOI?

Keywords

Classroom Observation; Differentiated Instruction; English Teaching; Educational Reform

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.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dwi Rosita Sari
PY  - 2023
DA  - 2023/05/18
TI  - Differentiated Instruction: Meeting the Students’ Diverse Needs and Uniqueness
BT  - Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022)
PB  - Atlantis Press
SP  - 140
EP  - 147
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-054-1_13
DO  - 10.2991/978-2-38476-054-1_13
ID  - Sari2023
ER  -