ABSTRACT
Although ‘differentiation’ has been a buzzword of recent times, good teachers have always tried to cater for the individual needs of their pupils. This chapter explores what is meant by differentiation, and challenges the notion that ability is the best determinant of our approach to differentiation. Rather, it argues for the idea of ‘non-judgemental differentiation’ which looks to cater for the learning style of each pupil. It then considers the implication of this approach on teaching style, assessment and resource management.
