Gives every child the chance to succeed so that no child is left behind. [6] Deans for Impact (2015) The Science of Learning. We use cookies in order to personalize your experience, display relevant advertising, offer social media sharing capabilities and analyze our website's performance. 2023, Education Endowment Foundation, all rights reserved. We are all still grateful you stuck with us; you wont believe how much having that C helped us all so thank you.. According to Standard 5 of the Teachers Standards (DfE, 2011) adaptive teaching is when teachers adapt teaching to respond to the strengths and needs of all pupils. 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 a more helpful and practical model. This will help to provide a warm and inclusive atmosphere, where all students are respected, valued and understand their role in cultivating positive behaviour for learning. Hannah has worked as a classroom teacher, English subject lead, and specialist leader in education, with over 11 years experience in the sector. Specifically, adaptive teaching requires teachers to: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.Have a secure understanding of how a range of factors can inhibit pupils ability to learn and how best to overcome these.Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support pupils education at different stages of development.Have a clear understanding of the needs of all pupils including those with SEND, those of high ability, those with English as an additional language and be able to use and evaluate distinctive teaching approaches to engage and support them. Mould adds: At first glance, these strategies may seem commonplace. Differentiated Instruction and Adaptive Learning Infographic. 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. Adaptive teaching, as referred to within the Early Career Framework, relates to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. Ive acquired a group of students like John who get in touch from time to time to tell me how theyre getting on. So, what is adaptive teaching? 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. [5] Van de Pol et al (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. 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. Educational Research Review 24, pp31-54. Overtraining syndrome (OTS) is the reduction in performance due to excess training and lack of proper recovery, which can lead to a chronic deprivation of energy and reduction in the repair of damage that can accumulate over time. This can help to decrease gaps in progress and attainment between learners. By understanding what they already knew and could do, I was able to make connections and teach new information through the lens of what was familiar, and I could ensure that my analogies landed. That being said, for those educators who have already accepted and adopted various iterations of differentiated and personalized learning, adaptive learning ventures would be incredibly intriguing, potentially offering a decreased workload in the individual preparation, adaptation and assessment required by each student. It is, in effect, the difference between teaching up to 30 different lessons at once, matching the pace and pitch to each individual student and providing different tasks and resources to different students, and teaching the same lesson to all 30 students, and doing so by teaching to the top while providing scaffolds to those who need additional initial support in order to access the same ambitious curriculum and meet our high expectations. Most likely, it was an unintended consequence of an accountability system that incentivised teachers to prove they were differentiating by generating multiple worksheets or by organising mini-lessons for different groups. All these scaffolds fell away over time though independence was always the aim. Prompting learners with key words, visuals, sound bites or other sensory stimuli. Educational Needs: ascoping study. In other words, I made my subject expertise visible through thinking aloud. At first glance, these strategies may seem commonplace. Adaptive teaching explained: What, why and how? Matt Bromley looks at what adaptive teaching entails and how to deliver it, One of my former students Ill call him John contacted me recently. A further strategy I deployed was to better understand my students lived experiences, which is to say that I got to know my students so I could ensure I built new abstract knowledge upon their existing concrete knowledge. 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. If its relatively new, what would be the rationale for introducing it? Some, for example, still associate differentiation with three coloured worksheets or tasks for three distinct ability groupings. The blog argues that adaptive teaching is synonymous with the kinds of quality, impactful teaching strategies (that are expounded) in the EEFs guidance for SEN in mainstream schools (EEF, 2020). Having a full understanding of every child is extremely important in adaptive teaching. Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils. As students respond with errors, the programs can alter the teaching strategy, in real-time. It isnt as simple as saying, Heres what adaptive teaching means: now use it. Instead, we have to build shared understanding over time. To fill a gap in the literature, the adaptive profile of young children initially served as developmentally delayed (DD) were analyzed to explore adaptive differences between different ethnicities and placement settings of children at the time of the initial referral prior to DD assessment. Their progress, however incremental, was then celebrated and made visible. Enables teachers to provide equitable learning opportunities for all children. Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. I still see most of the boys from that class and you often crop up in conversation. (2017). Different pathways to learning outcomes are provided, Appropriate levels of challenge are provided to all students. It is more than simply helping students who need extra . John was in a class I regularly cite on training courses. Adaptive teaching strategies sit firmly at the heart of this: adapting planning prior to the lesson and adjusting practice during the lesson. Curriculum & sexual harassment: Ofsted updates its Memory, attention and behaviour for learning. I said that tracking refers to the systematic grouping of students into classes based on their overall achievement. Helps teachers to understand pupils prior understanding of the subject matter, allowing them to plan more effectively. However, I do wonder if this market is in truth somewhat limited. This type of diversity inside the classroom has given rise to a new approach in . Ashared language and understanding of what works in each context isvital. Having a full understanding of every child is extremely important in adaptive teaching, Mould explains. 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.. My comments never compared a student with others in the class, but rather they compared each student with their earlier selves: my feedback made clear where they were now, how far they had come, and what their next steps should be. She is particularly interested in creating impactful resources, packed with practical ideas. Undoubtedly, you have a feel for what Differentiated and Personalized Learning are, as these are concepts that have been around for decades. difference between adaptive teaching and differentiation. Which subjects do parents value the most? Differentiated instruction is a teaching approach that tailors instruction to all students' learning needs. Are there existing assumptions about differentiation that need addressing? difference between adaptive teaching and differentiation. Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor the impact on engagement and motivation, particularly for low attaining pupils. What does adaptive teaching mean for Education SouthWest? However, there are impediments to the effective implementation of both differentiated and personalized learning, in particular the perceived additional time and effort to customize the content materials, learning experiences and assessment methods for classrooms of highly individualized students (Hollowell, n.d.). SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). Case in point, the new British Columbia curriculum, which is in the process of being implemented, emphasizes that personalized learning and differentiated instruction are some of its foundational principles along with the explicit acknowledgement that not all students learn successfully at the same rate, in the same learning environment, and in the same ways. (BC Ministry of Education, 2017). And yet, spoiler alert, they all came out with Cs and above. PL technology will maintain a personal profile for each learner, which facilitates a personalized experience, every step of the way. Put simply, if we dumb down or reduce the curriculum for some students, we only serve to double their existing disadvantages, rather than help them overcome those challenges to achieve in line with their peers. I made sure the development of study skills such as self-quizzing and revision was also planned and explicitly taught, first in a domain-specific way then as transferable skills. Seeking to understand pupils differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching. Further, it will behoove educators and learning changemakers to acknowledge that in this world of Personalized Learning, that not all learners will thrive in this entirely digital platform. 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. For astart, it is what you think it is: being responsive to information about learning, then adjusting teaching to better match pupil need. So, what does it look like in practice? Hollowell, Karen. difference between adaptive teaching and differentiation manitoba bisons men's hockey / carmel catholic high school hockey In 2018, the International Society for Technology in Education (ISTE) published an article explaining the subtle differences and similarities between differentiation, individualized instruction, and personalized learning. In fact, it is second only to ensuring students are from wealthy backgrounds! In fact, it is second only to ensuring students are from wealthy backgrounds! AL technology can incorporate pre-made resources, user made resources, and all of the affordances that digital learning can provide (gamification, badges, AR, etc. ). If you have heard me talk about teaching English to bottom set boys on a Friday afternoon, then know that John was one of those boys. This may be, for example, through the use of targeted teacher or TA support, pre-teaching vocabulary, releasing lesson content online early, or providing audio summaries or lesson introductions before the lesson. As someone who believes strongly in personalized learning yet who struggles to effectively manage it, this is a potential venture that I will continue to follow and refer others to. Helps to cultivate a more inclusive classroom space, where each childs needs have been addressed. The first element of adaptive teaching lies in effective curriculum planning. Adaptive learning technology can augment teachers' work by: Technology enhanced differentiated instruction can be highly effective, ensuring that students are learning the most at any given point, freeing up more classroom time for: At eLearning Infographics you can find the best education infographics based on a thriving community of 75,000+ online educators, teachers, instructional designers, professors, and in general, professionals that have a great passion about education. . While these terms sound similar, there are some key distinctions between the three. Where the curriculum is well planned and considers the progression of skills across the age ranges, the need for in-the-moment adaptive teaching strategies will decrease as teachers will have already considered the many barriers and challenges learners may face, and planned and resourced accordingly. karen rietz baldwin; hidden valley high school yearbook. As a result, many went on to study A levels in the school sixth form and then onto university, despite having been previously written off by the system. [10] SEND Code of Practice (2015) particularly chapter 6. Helps to nurture a greater respect and admiration for education, ensuring pupils are motivated and engaged in their learning. Similar to how Facebook uses analytics to fill our Newsfeeds with cat videos over dog videos, AL responds to the students strengths, weaknesses and learning goals, also using analytics. So, what happened to John after he left school with his C in English? And I told my students to ignore them too. Pashler et al (2007) Organising Instruction and Study to Improve Student Learning, NCER. Differentiated instruction is a teaching method for groups of students. 2023, Education Endowment Foundation, all rights reserved. The teachers role is to monitor each childs learning and to adjust instruction as necessary. 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. Understanding more about assistive technology can help you push for the resources your child needs to succeed. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. 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. Differentiated instruction is a teaching method in which teachers adapt their instruction to accommodate a variety of learning needs. It may look different across schools, within subject areas and between classrooms. 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? By contrast, differentiated instruction is the adjusting of lesson . Is there ahelpful sequence for building staff knowledge and techniques for effective adaptive teaching. This, in turn, perpetually keeps learners within their Zones of Proximal Development. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). Here's how differentiation works: A teacher responds to a student's unique learning needs through the learning process, the educational content, or the specific learning vehicle or product, based on a student's interests, learning profile or readiness. EEF Blog: Assess, adjust, adapt what does adaptive teaching mean to you? Adaptive teaching moves away from the idea of labelling individuals and groups according to their ability and is instead centred around the idea that teachers have high expectations for every pupil in their care. From a venture perspective, adaptive learning appears to have a ready market in both K-12 and post-secondary education, where there can be some variation in learning outcomes and students have years in order to complete their studies. live annotating under visualiser, Chunking or teaching concepts in small steps, Flexible grouping based on the strengths and weaknesses of individuals , Partially completed examples/non-examples, Choice of activities e.g. You can find out more about how to create a positive learning environment here. Registered in England, Number 114 2111 Whilst providing focused support to children who are not making progress is recommended, creating amultitude of differentiated resources isnot. Guest Blog: Jon Eaton, Director of Kingsbridge Research School and Research Lead at Kingsbridge Community College, reflects on what adaptive teaching has meant for their Trust, Education Southwest. However, rather than just seeing 'adaptive teaching' as a matter of semantics, or even just a simple case of abolishing fixed in-class ability groupings, I would argue that it is through exploring 'adaptive teaching' that a school can journey much further with their curriculum design, their quality of teaching, and, crucially, the . It is important to monitor task, effort required and independent working time given as these can impact pupil effort, attention and persistence in the classroom5. This can help to increase teachers long-term professional satisfaction. Adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations. She says that high-quality teaching adjusting, adapting and assessing in the classroom is of course crucial for the progress of all pupils and goes on to say that while providing focused support to children who are not making progress is recommended, creating a multitude of differentiated resources is not. 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. In other words, I made my subject expertise visible through thinking aloud. 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. Crucially, additional support offered in the guise of scaffolding should be reduced over time so that all students can become increasingly independent. 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