Instructional strategies and students´diversity in the classroom

This theoretical study combined with empirical probes is focused on the key issue of educational theory and practice: How to use students’ diversity for effective learning of all? The core of the study describes and interprets some instructional strategies based on working with cognitive conflict in the cooperative context – cooperative strategies, academic controversies, drama strategies. The strategies are interpreted in the frame of 1) the whole school concept, 2) conflict-based educational concept – in the social-constructivist paradigm and 3) views on heterogeneity and homogeneity in educational environment. The key issues are seen in the processes of implementation, in the broader space for the strategies which are elaborated theoretically and tested empirically, but limited in our school practice.