By Tim O'Brien

A textbook on differentiation that considers the diversity of scholars that academics need to educate, by way of skills, studying types, social heritage, cultural variety, precise wishes and so on. The authors advance an easy, operable version to assist lecturers accommodate the wishes of all scholars and to coach them successfully. They finish with case reports of lecture room applications--ideal to be used on in-service training.

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Who has a voice? • When is it loud? • When is it quiet? • Is anyone unheard? • What does this listening tell you about the learning system you work in? Tactile checks • How does the system feel? • What is the topography of the whole learning system? • What is the topography of your immediate learning environment? • What does it smell like? • What does this tell you about the learning system you work in? To understand the systems and how you can differentiate between and within them you will also need to make other checks.

Teaching seems to have outpaced learning. The teaching has been 'broadcast' but for whatever reason the 'reception' has resulted in learning taking place at a value that is less than was planned and broadcast. In this instance we identify what we term a mismatch between the teaching and learning. It is important to note that we are not proposing that learning has not taken place at all - as we feel that some learning will always take place. Learners will always be making decisions that are informed by learning.

It is important here to emphasize that we are not talking about a mechanistic input and output model, from teacher to learner, that does not require social interaction. The teaching and learning system can involve a variety of organizational strategies such as peer tutoring for example. In this optimum scenario, the whole process of teaching has been planned and executed successfully by the teacher and learners have learned what was intended. They may well have learned other things along the way too.

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