Differentiated learning means tailoring instruction to meet an individual learner's needs.

As we are all different, we approach learning differently, and have different learning styles. Many scholars proved through research that one learning method doesn't suit all learners. That is why many teachers use differentiated instruction in their classes.

Of course, it is much more difficult to develop and implement differentiated instruction than use one approach for all the students. But studies prove that tailored instruction is more efficient, especially in learning languages.

In my class I use diagnostic assessment to determine students' needs and learning styles.

A diagnostic assessment is a form of assessment where teachers can evaluate students' strengths, weaknesses, knowledge, learning styles and skills before their instruction. It can be a pre-assesmnt or ongoing assessment where teachers observe the class and make conclusions about studnets learning process. It can be done on different criteria, depending on desired outcome In language learning, students usually assessed based on their preliminary language skills (level), dominant channel of perceiving information (visual, auditory, kinesthtic), learning styles and etc.

Here are several examples of learning styles:

Here you can see what is your learning style:

Differenciated instruction can be applied to the following elements of education:

• Content – what the student needs to learn

Using different levels of reading or listening, presenting ideas through both auditory and visual means

• Process – activities in which the student participate;

Using tiered activities through which all learners work with the same important skills, but proceed with different levels of support, challenge, or complexity;varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.

• Products – final students' projects;

Giving students options of how to express required learning; allowing students to work alone or in small groups on their products;

• Learning environment – the way the classroom works and feels.

Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; setting out clear guidelines for independent work that matches individual needs; developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately.

Here are some examples of activities for each learning style:

If teachers decide to use differentiate content, process, products, or the learning environment, they need to constantly monitor the progress and perform ongoing assessment and flexible grouping makes this a successful approach.

The main mistake that teachers usually make is to create assignments and tailor lessons using student's strongest style, while it's important to help student to develop and work the style they are not strong at. For example, auditory students should be given tasks that employ visual or kinesthetic styles to help students balance their skills.

As my experience shows, tailored instruction is more efficient and enables a teacher to help students achieve better results.