In Trinidad & Tobago, game-based approaches are pedagogies encouraged in the core STEM disciplines of mathematics and science. This paper presents the results of a pilot study in  which non-digital game based approaches were implemented in Grade 6 mathematics and science classrooms in Trinidad. In mathematics, reinforcement of 2D and 3D concepts in geometry took place through Gamification involving team competitions creating Tangrams and Origami. In science, student teams reinforced concepts of  conservation through the board game Extinction.

In an increasingly inclusive educational environment in which Caribbean governments have signalled their commitment to Education for All, teachers are expected to respond to students’ diversity through differentiated practice. There has been no empirical research about the response of practicing teachers involved in the UWI Diploma in Education programme to differentiated instruction.