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Title in English: Together, yet separate: the shape of differentiated teaching in primary schools This publication focuses on the issue of ability grouping in primary schools, to illustrate how teachers address the different learning needs of pupils in an environment that combines co-teaching with ability grouping. Using examples from five primary schools shows how schools are coping with the long-standing criticism of the Czech education system for prematurely separating pupils. The book presents different, more or less visible models of pupil grouping that may exist in primary schools and reflects on their impact on equality of learning opportunities. It uses qualitative research data to show that simply grouping pupils is no guarantee of improved learning. Adapting teaching practices to the diverse needs of pupils, regardless of the type of grouping, is a necessary condition. This publication is aimed not only at education policy professionals but also at other schools considering grouping options. The publication offers recommendations on how to approach differentiation equitably maximize its benefits and minimize its risks. Finally, the book aims at all those who wish to ensure that all children can achieve a quality education regardless of adverse circumstances.

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