Loving the bearded chap

A thing of beauty

9/
In short:
C4U isn’t an optional extra — it’s the engine of adaptive teaching.

Without it, we’re just flying blind.

8/
And with that data, action is key:
• Reteach
• Reframe
• Simplify
• Use more examples
• Scaffold or fade support

Otherwise, adaptive teaching is just another label slapped on poor implementation.

7/
These techniques reduce the “blind trial and error” Nuthall warned about.

They tell you:
• Who’s got it?
• Who hasn’t?
• Do I reteach?
• Can I push further?

They give you data to adapt your teaching in real time.

6/
If you want to get better at adaptive teaching, invest in the tools that make student thinking visible:
• MWBs (mini whiteboards)
• Hinge questions
• Cold calling
• Exit tickets
• Retrieval checks

5/
How do you adapt instruction if you don’t know what your students are thinking?

Without C4U, adaptive teaching is just educated guesswork.

4/
But here’s the catch:

If adaptive teaching is to mean anything, it must start with being in step with your students.

And that means checking for understanding (C4U).

3/
Adaptive or responsive teaching is everywhere right now.
It’s the buzzword of the moment — and for good reason.

We should aim to maintain high expectations for all, not return to “differentiation” that diluted learning and widened gaps.

2/
Graham Nuthall, in The Hidden Lives of Learners (2007), reveals a powerful truth:

“Much of what happens in classrooms is invisible to teachers.”

That’s a big problem for adaptive teaching.

PS. Stay informed:

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