Archival data included 333 preschool aged children. Differentiation benefits students across the learning continuum, including students who are highly able and gifted. This is formatively assessing the learned curriculum before embarking upon the next planned chunk of new learning. 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.). What is the right balance of new content to mastery of existing concepts?How are schools and Trusts tackling adaptive teaching?School leaders play avital role in helping staff achieve precision around exactly what particular practices, like adaptive teaching involve in classrooms and across the school (their active ingredients). ISTE defines differentiation as "a type of learning where instruction is tailored to meet the learning needs, preferences and goals of individual students." Most schools and districts follow prescribed learning standards or objectives that all general education students must meet by the end of each grade . It is, therefore, vital that teachers understand the varying levels of need within their classroom, as well as any barriers to learning students may face. 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. The Education Endowment Foundation (EEF) is a charity and a company limited by guarantee. 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. 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. Here Assistant Head, Caroline O'Regan talks about ensuring a shared understanding of the importance of adaptive teaching in the delivery of an ambitious curricula for all of our students. As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. Ashared language and understanding of what works in each context isvital. EEF Blog: Assess, adjust, adapt what does adaptive teaching mean to you? This can help to increase teachers long-term professional satisfaction. Balancing input of new content so that pupils master important concepts. 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. Regardless of ones platform preference, however, Adaptive Learningfeeds may be alongside ones Newsfeed, sooner rather than later! For a start, it is what you think it is: being responsive to information about learning, then adjusting teaching to better match pupil need. Section 5 says that new teachers should learn that: According to the ECF, new teachers also need to learn how to: In short then, whereas traditional differentiation focuses on individual students or small groups of students, adaptive teaching focuses on the whole class. The success of any adaptive teaching strategy relies on the creation of a positive learning environment. 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. 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 . 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. [3] Lake, R., Olson, L. (2020) Learning as We Go: Principles for Effective Assessment During the Covid-19 Pandemic. Students learn at different rates and require different types and levels of support from their teachers in order to succeed. Helps teachers to understand pupils prior understanding of the subject matter, allowing them to plan more effectively. In contrast, differentiation and adaptation provide individual supports and are one component of UDL - they are something that you would do for an individual when you have already looked at more universal supports that help every learner. The success of adapting teaching also lies in careful diagnostic assessment, in order to avoid prescriptive and inflexible delivery4. The third bullet point alone is the topic of an entire EEF guidance report: Making Best Use of Teaching Assistants! 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). To convince them, I explained how the targets had been calculated and tore apart the logic. Mere observation of teachers' responses to differences between different groups of learners is insufficient to 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). SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding). In that respect, its ahelpful term that does what it says on the tin. Perhaps self-indulgently, Ill leave the last word to John who wrote: You are the first person I thought I should tell because you were the one who put the effort in with us all at school. Finally, adaptive teaching strategies should be selected purposefully and used flexibly to ensure the best possible outcomes for all pupils. ETEC 522 Ventures in Learning Technologies, W10: Artificial Intelligence & Machine Learning. Adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations. 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. 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. Adaptive teaching is not differentiation by another name, with different resources, handouts, different learning objectives which automatically produce a glass ceiling for student achievement. Page generated on: Wednesday, 18 January 2023 at 11:26. We can help! It also encapsulates the importance of investigating the reason behind the struggle, as opposed to merely addressing the struggle itself. adaptations: changes to the supports - the school environment, the classroom, teaching strategies, and teaching and learning materials (the "how"). - ' Differentiation ' results in institutionalised diktats to arbitrarily discriminate between learners based on the presumed importance of token differences. As artificial intelligence technology improves, presumably Adaptive Learning will, as well. The questions to ask ourselves is Does everyone understand ? and How do I know that? Can everyone explain their understanding? What mechanisms have I put in place to check student understanding?. High-quality teaching is also crucial to the progress of pupils with SEND and the four-part cycle of assess, plan, do, review what the SEND Code of Practice refers to as the graduated response is the first step in identifying barriers and developing strategies to support all pupils, including those with SEND. Differentiated instruction strategies for writing. What diagnostic assessment procedures are commonly used in your school? Seeking to understand pupils differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching. 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. 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. 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