ABSTRACT
The rhetoric about individual learning needs is spoken and written about so regularly in the education literature that few question what this really means. Teachers in schools generally agree that a one-size-fits-all teaching approach does not reach the broad range of learners in classrooms (Tomlinson, 2005, 2014). Yet, it is common practice for many teachers to plan their teaching with the “average” learner in mind, with teacher-dominated pedagogy and little evidence of differentiated instruction (Hogan & Gopinathan, 2008).
