difference between adaptive teaching and differentiation. Unlike traditional forms of differentiation which can perpetuate attainment gaps by capping opportunities and aspirations, adaptive teaching promotes high achievement for all. Differentiated Learning (DL) Teacher fits approaches and resources to individuals needs, based on what has worked historically, with similar students. Educational Needs: ascoping study. the bottom group receives adifferent task to everyone else, regardless of the particular needs or aptitudes of the pupils in this area of learning. PL technology will maintain a personal profile for each learner, which facilitates a personalized experience, every step of the way. For example: Provide opportunity for all pupils to experience success by: But even this requires further unpacking. Further, while this would imply that technology would be taking on a greater role in educating students, teachers would have more time for the often non-quantifiable elements of the teaching profession, such as focusing on the personal, social and emotional development of students as they grow and learn. The Differentiated Instruction and Adaptive Learning Infographic provides an overview of what differentiated instruction is all about and sheds some light on key concepts related to this instructional method. For a start, it is what you think it is: being responsive to information about learning, then adjusting teaching to better match pupil need. Retrieved from http://classroom.synonym.com/problems-differentiated-instruction-5066080.html Partly, as a result of feedback from the session, we delivered a streamlined version to Curriculum leaders & SLT early last week. What Are the Problems With Differentiated Instruction? 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? This has made it necessary for teachers to adopt new measures, such as differentiated teaching and learning strategies. For example, a specific SEND such as. The objective of differentiation is to lift the performance of all students, including those who are falling behind and those ahead of year level expectations. The secret to helping those boys secure their gateway qualifications was, I think in retrospect, adaptive teaching. cold calling & checking for understanding, Modelling/live modelling e.g. [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. difference between adaptive teaching and differentiation. And I told my students to ignore them too. Enables teachers to provide equitable learning opportunities for all children. And this takes time, planning and agility within the classroom. What is the difference between differentiation and morphogenesis? AL technology can incorporate pre-made resources, user made resources, and all of the affordances that digital learning can provide (gamification, badges, AR, etc. Despite institutional and government encouragement to adopt student-centered learning styles, many educators still adhere to more traditional, teacher-centered, didactic classroom methodologies (Pennington, 2009). 2023, Education Endowment Foundation, all rights reserved. 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. In fact, according to the 2015 PISA results, adaptive instruction is one of the approaches most positively correlated with student performance. Personalized is the broadest category. In the creation of these time-consuming coloured worksheets, teachers may wrongly believe that all learners needs are being met. 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. 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. 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. For adaptive teaching to truly do what it says on the tin we must be continuously assessing (and I dont mean testing, I mean monitoring) what students know and understand. 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. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). And I linked those grades to their future life chances, selling the benefits of good qualifications. We are all still grateful you stuck with us; you wont believe how much having that C helped us all so thank you. Matt Bromley is an education advisor and author with more than 20 years experience in teaching including as a secondary headteacher and MAT director. However, I do wonder if this market is in truth somewhat limited. 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. Here are the nuts and bolts of differentiated instruction and assessment: The choice is key to the process. Most educators are aware of adaptive technologies for disabled learners, but the concept of adaptations extends into every aspect of the education environment. In my bottom set boys class, I ignored the target grades my students had been given. What diagnostic assessment procedures are commonly used in your school? In fact, it is second only to ensuring students are from wealthy backgrounds! 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. Supports both teachers and pupils alike. Visit www.bromleyeducation.co.uk and for Matts archive of best practice articles, visit http://bit.ly/seced-bromley Further information & resources DfE: Teachers Standards, July 2011: https://bit.ly/30gg3mhDfE: Early Carer Framework, January 2019: https://bit.ly/3sXPGKhEEF: Special Educational Needs in Mainstream Schools, March 2020: https://bit.ly/304So8AMould: Assess, adjust, adapt what does adaptive teaching mean to you? Teachers are used to the idea of first, now, next building the bigger picture and making connections for learning.. Differentiation means tailoring instruction to meet individual needs. ). 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. 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. There was, I said, nothing to prevent them from achieving the very top grades if they worked hard enough. Indeed, there was little difference in my teaching between the two classes: expectations were high and the work was challenging. 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. I did not differentiate the questions I asked either I made sure every student was required to answer questions that demanded critical thinking. 2023, Education Endowment Foundation, all rights reserved. It is helpful to draw adistinction between differentiating by outcomes and differentiated support2. This can help to decrease gaps in progress and attainment between learners. London DfES.Deunk et al (2018) Effective differentiation Practices: Asystematic review and metaanalysis of studies on the cognitive effects of differentiation practices in primary education. 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). He messaged me recently to tell me that hes just embarked on his PhD having successfully completed his Masters and, before that, hed graduated with first class honours. EEF Learning Behaviours specialist and secondary school SENCo,Kirsten Mould, explores the concept of adaptive teaching. 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. Assessment is also an essential aspect of adaptive teaching as it helps to steer teaching and learning to improve outcomes. 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.. And I told my students to ignore them too. Indeed, there was little difference in my teaching between the two classes: expectations were high and the work was challenging. Catlin Tucker |. Retrieved from: http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist-differentiated-instruction/. All the boys in that class (it was a co-educational comprehensive school, it just so happened that all the students with the lowest target grades were, as is often the case in English, boys) were predicted Es and Fs. All the boys in that class (it was a co-educational comprehensive school, it just so happened that all the students with the lowest target grades were, as is often the case in English, boys) were predicted Es and Fs. 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. - Whereas ' adaptation ' is responsive to different needs as and when they become salient Useful Links. 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. Every student worked towards the same goal and crucially that goal was the same as Id set for my top set class. In ahelpful document entitled, Differentiation Why and How?, NASEN capture some of the problems:The possible danger behind this is that it may lead to alowering of expectations, particularly when in-class groupings are permanent e.g. (Some even labelled these with lower, middle or higher attainers.) As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. I still see most of the boys from that class and you often crop up in conversation. In that respect, its ahelpful term that does what it says on the tin. Copyright 2019 2023 e-Learning Infographics. 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? It may look different across schools, within subject areas and between classrooms. But my approach was akin to an approach that is now given that moniker. Hannah has worked as a classroom teacher, English subject lead, and specialist leader in education, with over 11 years experience in the sector. For example, adaptive teaching may be required if a teacher identifies a gap in their students knowledge through a formative assessment strategy, such as the teacher using skilful questioning and students recording their responses on mini-whiteboards. Pupils with SEND are likely to require additional or adapted support, working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential. 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. Teacher fits approaches and resources to individuals needs, based on what has worked historically, with similar students. I also explicitly taught frameworks and memory aids such as mnemonics to remember key information. The language of the grade descriptors became the starting point for all my teacher explanations and modelling. Retrieved from: https://curriculum.gov.bc.ca/curriculum/overview Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding). There was, I said, nothing to prevent them from achieving the very top grades if they worked hard enough. Challenge is an essential aspect of learning. So for example, if we had our "high" student, our "medium" student, and our "low" performing student, we might provide a different text for each . 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. 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. It is more than simply helping students who need extra . 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. 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. The success of adapting teaching also lies in careful diagnostic assessment, in order to avoid prescriptive and inflexible delivery4. By gaining a snapshot of learners current understanding, the teacher can then use a range of in-the-moment adaptations to address any gaps in knowledge or areas of misunderstanding. Differentiated instruction strategies for writing. 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. Introduction. Having a full understanding of every child is extremely important in adaptive teaching. Adaptive teaching also forms part of the new Early Career Framework (DfE, 2019). [2] TES (2019) Does Ofsteds use of research require improvement? [1] Deunk et al (2018) Effective differentiation Practices: Asystematic review and metaanalysis of studies on the cognitive effects of differentiation practices in primary education. Note that when considering the needs of all learners, teachers should not remove challenge entirely. The practicalities of adaptive teaching also forms part of the Education Endowment,... Worked towards the same as Id set for my top set class good qualifications most educators are aware adaptive. 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