Can't speak for physical education, but I've taught basic maths to adults for a long time, and I work with English teachers and ESOL teachers. A key concept in

Can't speak for physical education, but I've taught basic maths to adults for a long time, and I work with English teachers and ESOL teachers. A key concept in teaching is what we call 'differentiation', the idea that different students will need a different approach. A good model for HN people here would be (say) a computer game. If a game is too easy, you get bored. If the game is impossibly challenging, you give up. A well designed game that develops you has to be pitched at the right level for you. Individually. English differentiates by student response to a common task. Maths differentiates by topic. So, the English teacher can (for example) set a title for a piece of writing and the whole class can work on that for say half an hour, and each person can feel that they have done their best. The teacher has to mark the pieces and that is where the differentiation comes in: one student might have shown really good progress by producing sentences organised into paragraphs, another student might have explored a metaphor and developed a simile, but might have been 'phoning it in' compared to their previous performance. Marking a class set of work and providing feedback to each student is where the time goes. In my maths class, some students just need different work to other students. Some students will finish a lot quicker than other students. So my work is more on identifying and producing resources, skill development exercises and enrichment activities than the marking. Mind you, the marking still takes time. As a concrete example, how long do you think it would take to mark a worksheet like [1]? [1] http://www.maths91.uk/files/week10-algebra02.pdf http://www.maths91.uk/files/week10-algebra02.pdf