【Abstract】This paper is focus on 3 questions： （a） How can teachers differentiate instruction based on student interests？ （b） How can teachers differentiate the classroom based on student current and developing levels of readiness？ （c） How can teachers differentiate the classroom based on learning profiles？ This review concludes that foreign language instructors should be quipped with differentiated instructional strategies since differentiated instruction is the key solution to respond to student variance and learning diversity.
　　【Key words】Differentiated instruction; student interest; learning profile; readiness
　　【作者簡介】蔡婉琪（1990.12-），女，汉族，陕西西安人，西安欧亚学院，助教，硕士研究生，研究方向：外语教学法。
　　1.Background
　　Today’s classrooms are typified by academic diversity. This diversity compels educators to think about their teaching practices and classroom routines and reflect on whether they are all-inclusive and effective in engaging culturally and linguistically diverse students， students with disabilities， and talented students. To meet these goals， it is important to figure out the instructional strategies that can attend to student variance. Such strategies have been referred to as “differentiated instruction”.
　　2. Differentiating the Classroom Based on Student Interests
　　Student interests vary. These interests can become effective tools to support learning in the differentiated classroom. Teachers should engage and involve students in classrooms by having the aid of student interest. Also， interests can contribute to academic achievement. It appears that interest would increase students’ sense of competence and self-determination. For teachers， knowing student interests is supportive for it could lead to positive learning behaviors such as persistence in seeking knowledge and willingness to accept challenges.
　　3. Differentiating the Classroom Based on Student Current and Developing Levels of Readiness
　　There are two theories that support the idea of teaching based on student readiness. Firstly， it is important for teachers to understand the term “zone of proximal development” （ZPD） from sociocultural theory. Secondly， the brain-based learning theory——students should work at a level of “moderate challenge” for learning to occur. Students must be appropriately challenged and the teaching content must be neither too difficult nor too easy. Thus， theory related to learner readiness suggests that instruction should always “be in advance” of a child’s current level of mastery. If learning materials are presented at or below the mastery level， there will be no growth. If presented well above the zone， children will be confused and frustrated.