MI Theory Based Differentiated Instruction In Senior English

With the massive expansion of student numbers in high schools, the size ofclasses is on the rise in recent years in China. There are lots of diverse learners in theclassrooms and therefore many teachers find it difficult to meet the needs of thesestudents in class teaching. The same problem appears in English teaching.The best way to solve this problem is to differentiate instruction, which is thefocus of this thesis. Differentiated instruction is an approach that enables teachers toplan strategically to meet the needs of every student. Differentiated instruction isbased on Gardner's MI theory which just reflects the notion of respecting students'differences and adopting more flexible and individualized teaching methods.Differentiated instruction can help teachers know students better and take properteaching methods to provide what students need so that students can be moreconfident and thus better learning results will be achieved.To test the active effect of differentiated instruction in Senior English, the authordesigned and carried out an experiment in a class of No.41 Middle School. Theexperiment based on individual differences lasted a school year, the result of whichproved that differentiated instruction does work in mixed-ability classrooms, and thestudents'level of language proficiency can be improved as a complementary result.