Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. AL technology can incorporate pre-made resources, user made resources, and all of the affordances that digital learning can provide (gamification, badges, AR, etc. Such high-quality teaching adjusting, adapting and assessing in the classroom is of course crucial for the progress of all pupils. Similarly, strong professional development can help school staff to work together to shape, build and strengthen their understanding of what good adaptive teaching means to them, their subject area and their school. For example two student who were initially on the same path may receive different lessons based on their previous work in the course. (2017). In her blog, Mould argues that adaptive teaching strategies sit firmly at the heart of (this cycle): adapting planning prior to the lesson and adjusting practice during the lesson. The third bullet point alone is the topic of an entire EEF guidance report: Making Best Use of Teaching Assistants! Please view our Terms and Conditions before leaving a comment. in pause lessons students becoming responsible for their development, Explanations/diagrams/graphic organisers, Providing sufficient time to process instructions/concepts (think-pair-share), The Education Endowment Foundations article on what Adaptive Teaching is https://educationendowmentfoundation.org.uk/news/eef-blog-assess-adjust-adapt-what-does-adaptive-teaching-mean-to-you. So, what is adaptive teaching? Catlin Tucker |. There is still lots to explore around adaptive teaching: what it means for our pupils and teachers in school and what we share with parents and carers to support home learning. What does adaptive teaching mean for Education SouthWest? As artificial intelligence technology improves, presumably Adaptive Learning will, as well. difference between adaptive teaching and differentiation. Retrieved from: http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist-differentiated-instruction/. The term adaptive teaching, especially as set out in the Early Career Framework, resets our expectations about what it means to differentiate, and it offers amore helpful and practical model. Differentiation is a vital skill in a teacher's toolkit. Is there ahelpful sequence for building staff knowledge and techniques for effective adaptive teaching. Benefits Of Educational Toys That Your Kid Must Grab, http://www.knewton.com/differentiated-instruction-adaptive-learning/, help students learn more efficiently and with deeper understanding, come from different educational backgrounds, recommending which concepts to focus on with a learner or an entire class, providing instructors, parents and learners themselves with information about their concept-level strengths and weaknesses, determining how well different instruction and assessment content works for different students, helping instructors zero in on learners who are struggling, inactive, or moving ahead. The d-word itself is enshrined in the teaching standards: Teachers must know when and how to differentiate appropriately, using approaches that enable pupils to be taught effectively. Students learn at different rates and require different types and levels of support from their teachers in order to succeed. Having afull understanding of every child is extremely important in adaptive teaching. Group pupils effectively, including by applying high expectations to all groups, changing groups regularly, and ensuring that any groups based on attainment are subject specific. Of course, I didnt call it such at the time to me it was simply teaching. | Tes News Kevan Collins. While scaffolding, it is important to monitor task, effort required, and (the) independent working time given as these can impact pupil effort, attention and persistence in the classroom. You can find out more about communication in the classroom here. You can find out more about how to create a positive learning environment here. London DfES. EEF (2020) Special Educational Needs in Mainstream Schools. I'm curious after reading this what percentage of classrooms currently incorporate some/all of DL/PL/AL and if there is a general trend regarding bundling of all or shifting from one to another. I used GCSE grade descriptors to determine the standard of work I expected from my students explaining the difference between, say, a grade 5 and a grade 8 piece of work in tangible terms. I recently had a reader ask me to clarify the difference between tracking and differentiation. [4] Davis et al, (2004) Teaching Strategies and Approaches for Pupils with Special Educational Needs: ascoping study. Teachers are used to the idea of first, now, next building the bigger picture and making connections for learning. While scaffolding, it is important to monitor task, effort required, and (the) independent working time given as these can impact pupil effort, attention and persistence in the classroom. Child poverty: The hidden costs of school spelt out. There is a wide variety of reasons that make differentiated instruction a necessity in the teaching pedagogy. For a start, it is what you think it is: being responsive to information about learning, then adjusting teaching to better match pupil need. The secret to helping those boys secure their gateway qualifications was, I think in retrospect, adaptive teaching. AL technology provides instruction and tutoring support, and interacts with the student throughout the learning process. This is the first step in identifying barriers and developing strategies to support all pupil, including those withSEND. And I told my students to ignore them too. Allow students to choose their writing topics. Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. However, we know that we need to think about this in subject-specific terms too.What questions about adaptive teaching are helpful for leaders and teachers thinking about your approach to adaptive teaching? difference between adaptive teaching and differentiation. Modifications are used to address the unique needs of a student with a disability and often involve reducing the complexity of the material, providing alternative assignments, or allowing the student to work at a different pace. Use tab to navigate through the menu items. Mould adds: At first glance, these strategies may seem commonplace. With this in mind, adaptive learning may not appeal to those who have already dismissed other individualized learning methodologies. Most educators are aware of adaptive technologies for disabled learners, but the concept of adaptations extends into every aspect of the education environment. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. Weve shared the evidence, drafted definitions, sought feedback on them and have taken steps to develop amodel to help teachers think about adaptive teaching in more concrete terms.See our shared resource on adaptive teaching here: Is this the final outcome? The provision of unnecessarily elaborate approaches is not considered to support the learning and progress for the majority of pupils; this means that, for example, the practice of providing three levels of task for every lesson, with different worksheets etc, would not be appropriate. Hollowell, Karen. There is another problem with differentiated teaching, too: ED Hirsch in his book Why Knowledge Matters (2016) says: When a teacher is attending to the individual needs of one student in a class of 20, 19 are not receiving the teachers attention. Unlike traditional forms of differentiation which can perpetuate attainment gaps by capping opportunities and aspirations, adaptive teaching promotes high achievement for all. Scaffolding can also be used to reinforce consistent expectations for behaviour for example, what equipment is needed for each lesson, classroom routines within the school day and communicating any changes to these routines. Differentiated Instruction and Adaptive Learning Infographic. Assessment is also an essential aspect of adaptive teaching as it helps to steer teaching and learning to improve outcomes. Is there ashared understanding and shared language for adapting teaching? It is one of the greatest privileges afforded to a teacher: to see, first-hand, the impact you have on young peoples lives and how your actions continue to shape those lives long after they leave school. Neither is it an excuse for deviating from the shared scheme of learning and doing your own thing. [6] Deans for Impact (2015) The Science of Learning. What Are the Problems With Differentiated Instruction? Regardless of ones platform preference, however, Adaptive Learningfeeds may be alongside ones Newsfeed, sooner rather than later! It is the same diet, but at a different pace. For example, a specific SEND such as. Next, I made sure all my feedback was specific and challenging and that every time feedback was given, students were afforded lesson time to process it, question it, and act upon it. Its primary purpose is to help teachers understand what adaptive teaching looks like in the classroom and think about the kinds of adaptations they could make. The rate and depth of support will vary depending on individual childrens needs. After all, adaptive teaching is leading to providing differing inputs; true, and in that much broader sense of the word, then differentiation is not dead. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). Most importantly perhaps, I made sure that every student in the class completed the same task I did not differentiate tasks according to ability nor did I produce differentiated resources. I did not differentiate the questions I asked either I made sure every student was required to answer questions that demanded critical thinking. For example, though they all answered the same essay question and were assessed against the same criteria, I provided additional cues to some students to help them get started or I gave some students stem sentences to kickstart their thinking. According to the ECF, new teachers also need to learn how to: Develop an understanding of different pupil needs, including by identifying pupils who need new content further broken down, using formative assessment and working closely with the SENCO and others.Provide opportunity for all pupils to experience success, including by maintaining high expectations for all and making effective use of teaching assistants.Meet individual needs without creating unnecessary workload, including by planning to connect new content with pupils existing knowledge or providing additional pre-teaching; building in additional practice; reframing questions to provide greater scaffolding; and considering carefully whether intervening within lessons with individuals and small groups would be more efficient and effective than planning different lessons for different groups of pupils.Group pupils effectively, including by applying high expectations to all groups, changing groups regularly, and ensuring that any groups based on attainment are subject specific. 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