(Green 1996, p.5). Differentiation in the classroom could be defined as the method of “getting to know and understand our pupils are learners, identifying their individual needs, reviewing our teaching styles and materials, designing a program of learning to match those needs.” (Swarbrick 1994, p.69). Adults use different methods to know things according to their taste. Some adults are very much attracted to the “visual stimulus” (Moore 2001, p.239) that would help them to remember some materials while a few students are more interested in responding to “auditory stimuli” (Language art, 1978, p.156) “there are different types of instructional methods towards which each student is more attractive such as “students mime” (Tiearney 2006, p.15) in the class room, “demonstration in the class room,” (Chen & Wong 2007, p.160) and “written tasks.” (Parrot 1993, p.231). Therefore, the teacher should know the most suitable method for each and every student in the class room. Constant absence from the class room, lack of concentration, loss of self esteem and emotional imbalance are the main barriers in the learning process and it must be assessed by the teacher. Therefore, it is considered that the differentiation in the class room is an important learning theory to make use of the potentials of the students at its maximum.
Chen, P. P. & Wong, L. Y., 2007. Active conceptual modelling of learning: Next generation learning-base system development. [Online] Springer, p.160. Available at: http://books.google.co.in/books?id=MtxaiPZuxcAC&pg=PA160&dq=active+demonstration+in+the+classroom&hl=en&ei=8go0TPyGGYuVrAeNiMDHBA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCoQ6AEwAA#v=onepage&q=active%20demonstration%20in%20the%20classroom&f=false [Accessed 7 July 2010].
Green, D. W., 1996. Cognitive science: An introduction. [Online] Wiley-Blackwell, p.5. Available at: