There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.



Teachers' Standards Covered

This chapter aims to introduce the concept of differentiation and to present a number of strategies to implement effective differentiation in the classroom. As such it addresses the following teachers' standards.

  • Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively (TS5).
  • Have a clear understanding of the needs of all pupils, including those with special educational needs (SEN); those of high ability; those with English as an additional language (EAL); those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them (TS5).


Imagine you are to attend a cookery class for adults. You are not a bad cook if you're being honest and you are keen to improve. You ...

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