Distorted perceptions of teachers in organizing the differentiated learning situations

Adapting the learning situation to pupil has determined the teachers, especially primary school teachers, to diversify the organizing forms of learning situations. A poor scientific information or the lack of an university education in this field influences the modality of organizing of the level groups by pupils reporting on subjective determinations. The present study points out theoretical and practical argues, by presenting a research project in order to remove teachers' distorted perceptions who report the organizing of the differentiated learning situations to certain subjective standards. We proposed as objectives: to study the effectiveness of different ways to select and integrate into lesson the differentiated learning situations; presenting two case studies (a distorted model and an optimum one); comparative analysis of case studies to identify demotivating/ motivating effects of pupils' learning, removal of inappropriate practices and to promote the efficient competences of teachers in projecting and organizing of differentiated learning situations. Through the research project we wanted to verify the hypothesis: If there are studied comparative two case studies regarding different ways of projection of the differentiated learning situations, then there can be dismantled the distorted perceptions of primary school teachers about them.