Literature ReviewDe Jesus (2012), begins by describing what we should hope to see when we enter a classroom full of students; an instructor who teaches and students no doubt work hard to learn, but in reality, what you are more likely to find is a teacher who provides instruction while some students learn, while others do not. Why? De Jesus (2012) continues to say that everyone is different. Each student varies in terms of background knowledge, cultural, social and cognitive development. Some learn more visually, while others learn better by listening, and still others will remember and record data more easily through hands-on experience such as creating projects. Therefore, this information should alert instructors that change is inevitable. Necessary changes in the classroom need to be made to meet everyone's needs and prevent repetitive scenarios like the one illustrated above. Is student learning affected by differentiated instruction? Every teacher has used different methods to instruct their students at one time or another; they allowed more time to complete work, assigned additional assignments for extra credit, or simplified assessments for struggling students. When teachers do these things to help students they are already implementing some form of differentiated instruction. Differentiated instruction offers the teacher a diverse and structured method by introducing a series of strategies that will help meet the needs of his or her students based on their different learning levels (Levy, 2008). What is the difference between direct instruction and differentiated instruction? According to Lowe and Belcher, (2012) in the article Direct Instruction and Music...... half of the document ......n, T. (2002, January 1 ). Differentiated instruction in foreign language classrooms: Meeting the diverse needs of all students. . Retrieved June 24, 2014, from http://www.sedl.org/loteced/communique/n06.htmlTomlinson, C., & ERIC Clearinghouse on Elementary and Early Childhood Education, CL (2000). Differentiation of teaching in elementary classes. ERIC Digest.TÜMKAYA, S. (2012). Investigating college students' epistemological beliefs based on gender, grade, fields of study, academic success, and their learning styles. Educational Science: Theory and Practice, 12(1), 88-95. Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D (2012). Differentiated instruction: Making informed decisions for teachers. Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126