Differentiation in the Secondary English Classroom

Abstract

This study seeks to show the possible positive learning outcomes gained by the use of differentiated instruction. My methods of differentiation included specializing content using the different levels of Bloom’s Taxonomy, diversifying assignments and assessments, and creating a one-on-one learning environment. I used previous test scores and recent student work to establish each student’s learning level. Assignments were differentiated to meet student needs. Results show that students became more aware of strengths and needs, performed better, and developed positive attitudes toward English.