Differentiated Instruction Practice Based On REACH Model

This research is based on the author's two-year long teaching experiences on the subject of International Phonetics in L Language Training Center. During this period of time, the author found some problems in each class have something in common: students are different not only in ages, knowledge preparation, learning needs but also in learning style and motivation, etc. In order to help every student in one class, the author adopts the concept of Differentiated Instruction (DI). This content of this research can be divided in to four parts: first of all, the author reviews almost all the aspects of DI, from the very original concept to its features, theories it based, and new development in home and broad. Secondly, the author introduces a new model of DI: R-E-A-C-H.Thirdly, the author implements this model along with other supporting theories into classroom practice, such as theories on Systematic Instructional Design, Multiple Intelligences, Zone of Proximal Development, Conceptual Instruction etc. In the end, the author reflects on the whole research, evaluates the effects on classroom practice, and then looks forward to a bright future of the research and development of DI and DI Researcher. The very difference between this research and others'lie in: the author aims at helping each students achieve their learning goals respectively through recognizing, respecting and protecting their goals and making effects to form a necessary atmosphere all those based on; but not just at finding out students'differences and trying hard to eliminating them. This is the very difference.