In recent years, there has been a gradual move in the English education system away from the darkest days of individualised learning, when teachers were expected to plan different lessons for different pupils, thus ensuring curricular incoherence and chaotic classrooms.
This move is to be welcomed, but we must not be complacent. Even if the insanity of planning thirty different lessons is not being proposed, the residual ideas still haunt many classrooms, to the extent that many teachers still feel that it is somehow wrong to teach the whole class the same thing, and require every pupil to do the same tasks.
As David Didau recently pointed out, on some levels, adapting teaching to the needs of individuals seems to be just ordinary good teaching. If a pupil doesn’t understand, surely any teacher would adapt the lesson, in the sense of spending time with that pupil explaining a little…
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