This is an enormous question!

All lessons contain pedagogy that is consciously or accidentally differentiated to the needs of the students given the context - knowledge, skills and habits being taught and the assessment regime in which this sits.

One way to think about this is to imagine a set of continua as per the attached image of expansive education - Book Expansive Education: teaching learners for the real world

This begins to help you think about the likely impact of different learners when you differentiate through adopting diffeent pedagogiges.

Bill

Differentiated instruction (Tomlinson, 1999) can enhance student motivation by reducing boredom/distraction, increasing time engaged "on task," and increasing student enjoyment of the subject (Danzi, et al, 2008; Martin & Pickett, 2013; Servilio, 2009, etc...). It is important to distinguish differentiated instruction from "learning styles" as the latter has been in large part discredited over the last several years (Cuevas, 2015). Universal Design for Learning (UDL), on the other hand, incorporates aspects of DI to increase accessibility and motivation without relying on learning styles/inventories approaches.

yes it can contribute to the students motivation as the students have individual differences and different interest level. so if deal with the proper teaching and learning styles will definitely enhance the level of motivation which will result in enhance students learning

Differentiated Pedagogy was the basis for a program I taught for 14 years in the public school system. Student motivation among all ability levels was increased, and translated into motivation to succeed in classroom performance, improved grades, and increased test scores among the student population. See my article

Trigram: A Gifted Program Model All Students Can Enjoy for more details.

@ Patricia Coon Thanks