Practical differentiation: high expectations and the art of making mistakes
Differentiation? I hate the word as I hate Hell, all ludicrous bureaucracy, and thee! Er... Shakespeare, Romeo and Juliet Differentiation is one of the darkest arts in teaching. The generally accepted position is that differentiation is wholly good, and this is the cause of the wracking guilt felt by harrowed teachers: it may well be good, but it's bloody hard work. My bottom line is this: any policy predicated on the idea that teachers should work harder is doomed to failure. Thankfully, teaching's enforcement arm seem, at long last, to agree: "It is unrealistic ... for inspectors to necessarily expect that [...]