ABSTRACT
Once we have acknowledged the diversity of experience, interests, strengths and weaknesses that is represented in any teaching group, the teacher’s task can suddenly seem an impossibly daunting one. If we take seriously the aspiration to acknowledge and build on this diversity, how can it realistically be achieved? Teaching the class as a class, with the same content, materials, tasks, homeworks, tests and assessment criteria for everyone, no longer seems to be a viable option. Logically, it seems that we have to find some means of breaking the whole-class group down and providing different tasks and materials for groups and individuals.
