Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: a case Study

3 Differentiated instruction
3.1 Definition of differentiated instruction
Differentiated Instruction is a teacher’s proactive response to learners’ needs 
(Tomlinson, 1999). The teacher prepares his/her teaching in a variety of ways to 
address to students’ different needs and make adjustments
-there is no single 
approach. It is also a student-centered
 
approach, bearing in mind that not all 
students have the same needs, sociocultural and linguistic background, interests 
and abilities.
3.2 Differentiating through content 
By the term ‘content’ we refer to what is to be taught, in which order and what 
level of knowledge our learners should achieve (Thousand & Tomlinson, 2018). 
There are several materials to support access to learning for students (Hall, 2002). 
Audiovisual materials appeal to many learning styles; aural (listening to audio 
files), visual (watching pictures/videos) and kinaesthetic (bodily sensations).

---

Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
7
3.3 Differentiating through process
When talking about process, we mean the ways in which students understand 
the input (Blaz, 2016). Students can work individually, in pairs or as a small group. 
Flexible grouping is a way of grouping students according to their similarities or 
even differences (Willis and Mann, 2000). Teachers can also involve students 
working in a variety of groupings, changing both the social environment (co-
teaching may occur) and the physical environment (e.g. providing a place in the 
classroom for students who become easily distracted) (Thousand & Villa, 2018). 
3.4 Differentiating through product
Product has to do with how students show that they have learnt something and 
what they can do. Teachers need to scaffold students so that they are helped to