Because of the growing importance of the learning styles theory in modern pedagogy, the necessity of applying the learning styles theory and the way to apply it to the instructional design causes quite a concern in the modern world of teaching. The necessity of creating flexible instructional designs has been discussed several times, yet there has not been any agreement reached on the issue. Requiring thorough considerations and even practical testing, learning styles theory might prove another revelation for modern pedagogues. Instructional Design in General and in Particular Since institutional design as one of the pillars which the studying process stands on must be designed most efficiently and productively, a lot of new theories on instructional design have appeared over the past few years. Helping teachers to scheme the future lessons, instructional design needs to be designed according to the needs of the students for them to receive the best of the knowledge on the subject. Even though some theorists are concerned with the probable changes which the new theory will demand once applied to the practice. However, such concern does not have enough grounds to base on. As it has been proved, the new theory of learning styles presupposes mostly the use of the learning methods which have been already discussed in several sources, which means that the theoretical value of this idea is profound enough: Active and experiential learning theories have not dramatically changed collegiate classroom teaching methods, although they have long been include in the pedagogical literature. (Smith 2004, 66) However, such a state of affairs does not presuppose that the new theories will not be able to improve the existing situation in the sphere of teaching. This is rather the evidence for the fact that the new learning theories will integrate into the learning process without causing too many changes and without disturbing the students. With the new theories applied, the learning process will float as smooth as it used to. On the Developers of the Institutional Design Theories Because of the popularity of the idea of self-learning in higher educational establishments, the new model has become widespread quite soon. Owing to the developers of the new institutional design theory, Silverman and Sacazza (Moran 2005), it has become well-known and recognized by the most prominent scientists of the educational theories. Noticing that the self-organized learning results in the high quality of the knowledge obtained, the scientists suggested that the new model of the learning theory should ground on the idea of self-controlled learning. Such an approach must be applied only to the college and university studying, for the students at school will hardly be able to take the responsibility of full self-control in their studying; it must be admitted that at such age they still need scholarly guidance and the teacher’s control. Yet the theory of self-guidance has proved to work perfectly well with the college students. Creating the new pattern for teachers to follow in the instructional design, Silverman and Sacazza followed the principle of the learning theory and suggested that students should acknowledge their learning styles th