摘要：AbstractThe present study is the result of investigative-explicative demarches generated by the hypothesis that between the theoretical model of the strategy of differentiated instruction and its accomplishment in the school practice there is a significant gap, the effects becoming observable in the amplification of the school failure during the scholar stages. From this perspective, we proposed: to understand in what measure the three pillars of the differentiated instruction, knowing the pupils’ personalities, curriculum and evaluation are valorized for the purpose of creating favorable pedagogic conditions for the maximal valorization of each pupil's potential; to construct a possible model which to sustain the demarches of a more consistent integration of this strategy in the didactic behavior.
