作者：刘宁
　　Ⅰ.Introduction
　　Differentiated instruction is one of the most common ways of teaching from the teacher’s perspective. The various learning needs should be applied with various teaching methods and contents. The enrollment of higher vocational colleges in China has been made a great reform since the year 2017. It can be inferred that the English proficiency and learning needs of College English for higher vocational college students will have significant differences. This study will focus on the research questions as following：
　　Is it feasible to implement differentiated instruction in teaching of College English in higher vocational colleges？
　　What do teachers need to prepare when using differentiated instructions in College English teaching of higher vocational colleges？
　　Ⅱ.Literature review
　　1.Definition of differentiated instruction. Differentiation involves the curriculum and teaching practices based on the individual cognition and sociocultural understanding of each child are customized by the teachers， meanwhile， team cohesion will be maintained （Louden et al.， 2005）. Differentiated instruction refers to a mixed teaching method used in one classroom for students with different learning needs， which is a combination of various strategies devised by teachers based on the each student. It is a process to combine the transformation of learning attitude， the improvement of learning aptitude， and the promotion of academic altitude. Tomlinson （2014） demonstrated that the target of differentiated instruction is to build up fair opportunities of learning for all students in the way of using of separate groups of teaching and learning within the context of intellectually challenging materials which requires a lot of reflection and planning.
　　2. Implementation of differentiated instruction in College English. Differentiated instruction teaching should be a combination of whole class teaching， group teaching and individual teaching. Flexible grouping is the core of differentiated instruction teaching. The division of teaching groups should be made on the basis of students’ learning needs， advantages and preferences with appropriate learning activities for students. In the context of differentiated instruction， students showed a positive attitude and behaved actively. Learning in the form of grouping gives students opportunity to discuss with friends and ask questions when they encounter difficulties. Grouping flexibly keeps students from getting bored since exclusive grouping is avoided. With regard to the answers of questionnaire，， 90% of students like the study in groups. Most of the students agreed that when they have some problems about learning， they can seek help immediately in group learning and solve the problems with a better understanding. Learning becomes easier and they can collaborate and socialize at the same time. According to the questionnaire， 70% of students prefer the teachers to appoint the group members in each group （Hapsari， Darhim and Dahlan， 2018）.