Religion, language, ethnicity, age, heritage, tradition, talent, gender, interest, and disability are some of the few forms of diversity that exist globally (Benjamin, 2006). The diversity is not concentrated in towns or states only but the different abilities and needs are observable in classrooms, workplace and every form of life. Every student despite the location, age or grade level has varying needs, abilities, and interests. The cultural aspects are exhibited in the students as well, in traits such as tradition, language, and values. Due to the different demographic student population, the teaching methods may be inadequate to address the student diversity. Differentiated instruction is designed to assist the educators in meeting every child in a culturally diverse environment while addressing their different abilities, interests, and needs while supporting them in achieving their life goals (Cusumano and Mueller, 2007). The paper will seek to analyze different learning and how it can be used to address diversity in the classroom.
Analysing Student Capabilities
After individual diversities have been identified, the educators should come up with a technique that will address the factor using instructional design. The same way businesses ensure that their products are designed for a particular market; learning should be intended to address the various requirements or diversity of the students. Localization of instructions in a classroom is paramount. For instance, when a teacher sets up a class website, similar to advertising, they should know their audience. Pictures, language, and word formalities that are chosen for the class website are some of the aspects that should be addressed in order to cater for the different attitudes and needs that both parents and children exhibit in the learning atmosphere ( Cifuentes, and Ozel, 2006) . If the instructional environment des not identify and acknowledge the cultural differences, the practical instruction may be underused, or it can be ineffective. The learning process may become impossible if the diversity is not recognized, understood, and respected.
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The fundamentals of diverse learning may be in only knowing the students’ different backgrounds where the educators can analyze the character of their students. However, it may become a bit more complicated where the educators should know and understand the varying styles, interests and learning abilities of the students (Lawrence-Brown, 2004). Most teachers have different techniques of varying instructions such as giving different assignments, choices of books to read or changing times for submitting assignments. The different methods may not address the individual needs of the students. The educators should become more flexible to accommodate diversities in the learning environment.
The district, national and state levels have structured standards where the teachers are offered a group of goals, and the educators are required to formulate paths that will assist the student to attain these targets ( Levy, 2008) . Flexibility in the assessment, content and process based on the student’s learning styles, strength, and needs is the best technique to attain the set goals. The content levels can also be varied from one student to another. If the gifted students are confined to a mandatory curriculum, it may become frustrating to the talented student and also the students who require more time to grasp distinct concepts. Being flexible and differentiating content while focusing on the curriculum offers the students with the necessary building blocks they require to move according to their desired phase. Flexibility in the learning process offers a path for content to reflect the requirements of the students. If students do not grasp in the similar manner, they should not be taught in the same way. Each lesson and activity should be in accordance with the varying abilities of every student. For such a process to occur, the educators should realize the position of their students in the learning process and build upon that level instead of teaching the students in the same way ( Hurtado, Milem, Clayton-Pedersen, & Allen, 2009) . Just as every student is diverse with their values and cultural identity, so are their learning levels.
Learning Styles
Establishing their capability levels is critical, but the learning instructions should be well tailored to each student while paying attention to their learning styles ( Kameenui & Carnine, 2008) . Visual learners may not effectively learn intense lectures while kinesthetic learners may not learn effectively when they focus on reading materials from a book. If the diverse students are to attain optimum retention of instruction, both the stage, and style of instruction should be addressed. After the way to achieving the academic level has been identified, the teachers should effectively utilize it. The learning can only be meaningful if the students realize its significance. By providing application and purpose, the students may see the learning not as daunting but as a useful path to their achievement and the comprehension of their environment ( Choi, Lee, & Jung, 2008) .
After the information and processes have been modified to satisfy every student, the methods of assessing the academic gains of the changes should be emphasized. The flexibility of the tests is just as critical as the flexibility inside the process and content ( Montgomery, 2005). Furthermore, it should show the abilities and needs of every student. There are various types of assessments that range from summative assessments, pre-assessments, and formative assessments. The assessment should show the position of the student in comparison to where the educator plans to teach, are teaching, and what they have already taught.
Pre-assessments can be simple activities that gauge what the students know to establish the existing knowledge on a particular topic can be used in the differentiation. Mid-lesson assessments or formative assessments allow the educators to gauge the efficiency of a particular process ( Simmons & Kameenui, 2008) . Summative assessments assist the educators to understand if the material that was being taught was understood, or otherwise. Quizzes, tests, and projects are some of the techniques that this type of assessment can be carried out. Despite the kind of evaluation that has been used, the students will respond in a manner that mirrors their learning styles. For instance, students who are visual will best express their answers through pictures or diagrams while those who are linguistics may use a presentation or speech ( Riley & Harsch, 2009 .
From the information that has been provided, diverse learning has been presented as a solution to all the problems through their teachers. However, in large classrooms that have more than thirty students, additional material or support are required so that every student may receive the individualized instruction or attention that they need. Students with learning disabilities, behavioral difficulties or those that do not use English as their first language may be intellectually able but sophisticated ( Besançon & Lubart, 2008) . They may exhibit challenges that may hinder them from achieving their goals without proper support to access or demonstrate their understanding of particular topics. Assistive technology such as personal assistance, manipulatives, or visual aids can be used to emphasize key concepts, make connections, provide clear expectation, and break down specific concepts are some of the ways to assist such students to succeed.
Even the students who perform above the required grade levels need support as well. The differentiated instruction is as critical to the students who have higher learning abilities as for the students who have lower learning abilities ( McCarthy & McCarthy, 2005) . The curriculum should be enriched in the classroom so that the gifted students can be influenced to advance their talents. Gifts and talents go beyond math, reading, and creative writing. Improving the classroom curriculums in disciplines such as mechanics, arts, and drama provides additional practical support to the students who require some more instruction in the general curriculum. Supplementary support is not only relevant to the students but also the educators so that they can provide the differentiated instruction. It also assists in professional development by offering a wealth of information. When the teachers have the skill as well as the zeal to impart differentiated learning, the learning process becomes enjoyable and not overwhelming ( Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, 2012) .
Conclusion
Diverse learning may offer various difficulties to the educators. Every student varies from another in various ways, and it remains the responsibility of the educators to make sure that the students receive the best learning. Diverse learning is a technique where teachers can design a learning environment and offer every student the required instructions ( Vaughn, Sharon, Bos, and Schumm, 2007) . Whether their strengths are in reading or math, their weaknesses in comprehension or writing, differentiated instruction assists in creating a classroom opportunity. Within the learning environment, teachers should understand and acknowledge the cultural differences, process and assessment, the flexibility of content and additional support; different students can feel more comfortable as they attempt to learn to their full capability.
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