The Effects Of Differentiated Instruction On Cet In Htvc

In HTVC (higher technical and vocational college) class, students differ greatly in their intellectual or non-intellectual factors, such as English level, learning motivation, the ability to use language, the overall perception of the language and so forth. If not facing all the students or failing to use targeted teaching methods, we are bound to produce a lot of resistance both in teaching and learning.Differentiated instruction means creating multiple paths so that students of different abilities, interests or learning needs experience equally appropriate ways to absorb, use, develop and present concepts. This study is to investigate the effects of differentiated instruction on college English teaching in higher technical and vocational colleges by using such instruments as questionnaires, interviews, and assessments. The subjects involve two parallel classes in Fuzhou Polytechnic. The experimental class is given differentiated instruction while the control class is taught in traditional methods.The researcher differentiates the instruction in accordance with students' readiness, interests and learning styles in the experiment. At the beginning of school year, a questionnaire was given to all the participants to assess their learning styles, readiness, motivation and interests and a pretest to detect the students' entry level. Then the author differentiates the content, the process and the product to create a friendly learning environment to enhance their participation. The experimental data proves that regardless of skill level or background, differentiated instruction has the potential to create environments that boost students'self-confidence and engagement, improve their interest in English learning, further the goal to reach all learners and maximize learning and the potential for success for all students. The research shows that effective differentiated classrooms utilize a mix of whole-class, group, and individual instructional activities, differentiated instruction can encourage self-directedness and metacognition and students who are at higher levels or at risk benefit more from differentiated instruction, and ideal differentiated instruction requires ongoing assessment.