According to Bigge and Shermis, Vygotsky wrote prolifically about the relationship between social experiences and children's learning (2004). The general goal of education according to Vygotsky is to "generate and guide development that is the result of social learning through the internalization of culture and social relationships" (Dahms, M., et al., 2007). Vygotsky repeatedly emphasized the importance of experiences and prior knowledge in making sense of new situations or present experiences. Therefore, according to Vygotsky, all new knowledge and newly introduced skills are strongly influenced by the culture of each student, especially his family and environment. In today's educational environment, students' social, cultural and social relationships are taken into account . Instructions come in multiple forms. Research identified “initial support for differentiated instruction in the conceptual framework of Vygotsky's (1986) sociocultural theory of learning (Lynch, 2008, p.11). “Building on what the student knows while encouraging the student to go beyond his or her current level” will allow teachers to use “a variety of [differentiated instruction [that] will reach every student and create opportunities for students to make intelligent choices regarding the learning process (Loseser, 2008,