Using Differentiated Instruction to Promote Creativity, Critical Thinking and Learning: Perspective of Teachers

Purpose: The purpose of this study was to investigate Basic School teachers’ perspectives on the use differentiated instructional approaches promote creativity, critical thinking skills, cooperative teaching, and learning in Ho-West District Ghana.
 Methodology: A descriptive research design employed, a simple random sampling technique used select 289 teachers for study. data collected were analyzed using Statistical Package Social Sciences (SPSS) compute statistics such as mean, standard deviation, percentages.
 Findings: findings indicated that district had good understanding strategies their impact student performance. Additionally, aware how instruction can affect pupils’ knowledge skill acquisition recognized importance styles, motivation, encouragement improving outcomes.
 Unique Contribution Theory, Policy Practice: This makes unique contribution field education by providing insights into promoting Ghana. study's highlight need in-service programs, workshops, seminars, short courses enhance teachers' practical training further develop existing instruction. These have significant implications theory, policy, practice education, particularly recommends directorate Ghana Education Service stakeholders should organize programs ability apply teaching among pupils district.