Abstract

Differentiation is vital to cater for learners’ diverse needs. The need for teaching adaptively is not restricted to the education of students with disabilities in mainstream classes; it also applies to the whole ability range (Postlethwaite 1993; Weston, et al. 1998). According to Education Commission (2000), schools should use diversified teaching and evaluation methods to match students’ individual needs and differences. However, there appears to be limited studies on the actual practice of differentiation in the Hong Kong context. This study is to explore Hong Kong primary teachers’ use of differentiated strategies. Teachers from a local primary school are asked to indicate their use of differentiated teaching strategies and the challenges they face in their implementation with use of a questionnaire (Chan et al., 2002)). The possible implications of the findings are then discussed.