TEACHING FROM THE DIVERSITY OF THE CLASSROOM: PEDAGOGICAL APPROACHES FOR DIFFERENTIATED INSTRUCTION IN PRIMARY EDUCATION

Abstract

Teaching from a perspective of classroom diversity involves recognizing and addressing the various learning styles present in primary basic education. In this context, the teacher's role is essential for designing pedagogical approaches that adapt to the specific characteristics of each student, thereby promoting inclusive education that is meaningful for their development. However, traditional models that fail to consider these differences still persist, limiting the full development of students' abilities. For this reason, the present scientific essay, developed using a qualitative approach and based on a hermeneutic analysis through a documentary review process, aims to explore differentiated instruction and its impact on learning within the primary education cycle. To this end, flexible methodologies and the use of diverse resources that promote educational equity and optimize learning are examined. The results show that adjusting teaching methodologies to the specific characteristics of each student improves content assimilation, increases academic performance, and enhances motivation toward learning. This is because personalized methods facilitate information processing, allow for better knowledge retention, and create a more inclusive and stimulating educational environment.