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AND additional expert inputs inc:
🧠 Adam Kohlbeck on challenges in adaptive teaching
🧠 Zack Groshell on adaptive task design
🧠 Gary Aubin on adaptations for SEND
🧠 Jon Eaton (author of the brilliant EEF article) on scaffolding

Link below to sign up or DM for info 👍🏻

✅Adaptive Practice
✅Questioning and formative assessment
✅Adaptive feedback

It also gives access to exclusive articles inc:
🔖The diff b/w differentiation and adaptive teaching
🔖Learning intentions
🔖Effective MCQs
🔖Effective practice
🔖Research about modelling

Thank you!

Want more on this?
1. Watch out for a blog series coming soon.
2. Contact me to discuss CPD options
3. Sign up for the free webinar below: t.co/jXDB1CpVKy

This can be applied to all aspects of T&L –consolidating prior knowledge, modelling, practice, scaffolding, feedback, retrieval practice, questioning and more.

For explanations, this can be achieved through introducing more complex content and ‘wider’ content and introducing the content in wider chunks.

Increased challenge is needed if the content is relatively simple, if we think our pupils are likely to grasp it easily when planning lessons, of if checking for understanding during the lesson demonstrates high levels of understanding.

For explanations, this can be provided by repeating explanations, simplifying explanations, breaking the explanation into smaller chunks, and providing more or different examples, non-examples and additional graphics.

Increased support is needed if the content is complex, if we think our pupils are likely to struggle to fully comprehend the content when planning our lessons, of if checking for understanding during the lesson demonstrates learning gaps or misconceptions.

For example, characteristics of effective explanations for all pupils include clarity, chunking, examples and non-examples, linking to prior knowledge, q’s for listening and rehearsal, graphics and analogies…

3. Providing additional challenge if the material is simple or if learners are likely to or do grasp the content easily.

How?
Adaptive teaching involves three aspects:
1.Ensuring you are using the evidence-informed techniques that are most effective for all learners.
2.Providing additional support if the material being covered is complex or if learners are likely to or do struggle to fully grasp the content…

… and following the lesson when they decide which pupils may need further support or if it is necessary to reteach or revisit any content.

When? Adaptive teaching takes place during lesson planning when teachers consider how easily they think pupils may grasp a new concept or skill and how complex this new content is, during the lesson when they flexibly adapt their instruction based on the learning taking place…

What? Adaptive teaching occurs when teachers adapt their instruction to meet the needs of all learners.

and non-examples
-Modelling inc worked examples, live modelling, silent modelling and pupil-centred modelling
-Effective modelling: verbalising thinking, increasing thinking/ratio, chunking models and practice

📚Engaging with research evidence.
So many of the approaches are central to the work we have been doing at Affinity Learning Partnership across our Education Leaders, Q of E, behaviour and SEND networks.