DIFFERENTIATED INSTRUCTION: PRODUCTIVE SKILLS DEVELOPMENT WITH HIGH SCHOOL AND UNIVERSITY STUDENTS

The Differentiated Instruction (DI) approach addresses individual learner`s needs in a mixed ability class by focusing instruction on student learning profiles. purpose of this study was to describe the effects implementation four DI strategies suggested Herrera (2011) order analyze their impact students’ productive skills within two different educational settings: high school and university. A total 105 students English teachers participated study. An online survey assessed learners’ perceptions strategies. results confirmed that 4 implemented both settings had positive effect development writing speaking skills. This concluded there is not universal, one-size-fits-all strategy for teaching includes all students. In-depth knowledge needs, interests starting point addressing more effective way. Finally, emerge Ecuadorian EFL classrooms, are showing interest applying corresponding as an aid learning.