今日，教師所面對的是一個多元文化學生群體，因此，如何協助不同文化、語言或學習困難學生成功學習，乃成為今日教師必須具備的多層次教學能力。美國特殊教育調整課程模式的發展，即為協助身心障礙學生可以學習普通教育課程，並且獲得進步成效，其後乃與普通教育之差異化教學理念和實務融為一體，以提升普通教育教師能有效教導同一教室內不同能力與特質之學生，締造所有學生的成功學習經驗。本文介紹一個包含教室環境、課程內容、教材、教學、行為管理、學生情緒與心理狀況的差異化教學模式，並提供一範例說明其概況，最後，期許臺灣的差異化教學可以有更多的構念討論，以及能產出更多實證研究支持的教育實施方案。

Today’s teachers need to face their students with diverse culture background. It includes the culture, language or the learning difficulty. How to help these students acquire the successful learning needs the multitier instructional abilities for the teachers. Curriculum adaptation were developed to help the students with disabilities could access to the general curriculum. Recently, it merges with the term of differentiated Instruction in order to meet the different learners in an inclusive setting. This article introduces a differentiated Instruction model with six components: setting, content, Materials, Instruction, behavior management and affect. A case example is used to present the practice of differentiated Instruction and three-level instruction. Currently, educators should develop more construct concept and empirical based practice about differentiated Instruction to create a successful learning for diverse students in Taiwan.