Differentiation is more than just top, middle and bottom
To truly differentiate, you need to develop a personalised approach that won’t add to your workload, says Clare Jarmy – and she thinks she has found one
I once had a tutee who was a constant puzzle. In some areas, she struggled more than almost anyone else: algebra, extended writing, abstract thinking. She had to work harder than her peers just to stand still.
Yet at the same time, there were ways in which she was very able. She could just “see” the answers to spatial maths problems such as transformations and bearings – and was an amazing problem solver.
The more students who have come through my classroom door since, the more I have come to realise that those such as my tutee are not, in fact, the exception. Most students, when you really ...