Harris, Richard J.
Does differentiation have to mean different?
Teaching History, 118, .
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The article questions common assumptions about differentiation. It encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. It argues for a more complex and inclusive model based on deliberate teacher decisions about where to place the challenges and where to withdraw them. There is particular emphasis on motivating pupils and cultivating curiosity.
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