difference between adaptive teaching and differentiation

Putting Education at the heart of our communities. As with anything in education that sounds like common sense, though, we need to explore the nuance if we want to build ashared understanding of exactly what this looks like in the classroom. This, in turn, perpetually keeps learners within their Zones of Proximal Development. ETEC 522 Ventures in Learning Technologies, W10: Artificial Intelligence & Machine Learning. 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. And when we have checked understanding what we do next is vitally important: There is a vast array of strategies at our disposal when considering adaptive, high quality, teaching and below are just a few of them: Questioning e.g. what would martial law in russia mean phoebe arnstein wedding joey michelle knight son picture brown surname jamaica. 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). PL technology will maintain a personal profile for each learner, which facilitates a personalized experience, every step of the way. Retrieved from: https://curriculum.gov.bc.ca/curriculum/overview Group pupils effectively, including by applying high expectations to all groups, changing groups regularly, and ensuring that any groups based on attainment are subject specific. Have a secure understanding of how a range of factors can inhibit pupils ability to learn and how best to overcome these. Adaptive teaching is vital in ensuring that all learners achieve the best possible outcomes. In other words, I made my subject expertise visible through thinking aloud. 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. Registered in England, Number 114 2111 This practice poses numerous problems. 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. Differentiation means the provision of different types or levels of teaching strategies/support/resources for different pupils or groups of pupils; it may be thought of as a subset of adaptive teaching rather than as something different. Formative and summative assessment can be used to inform in-the-moment adaptations and future planning. For example: Provide opportunity for all pupils to experience success by: But even this requires further unpacking. London DfES. The provision of unnecessarily elaborate approaches is not considered to support the learning and progress for the majority of pupils; this means that, for example, the practice of providing three levels of task for every lesson, with different worksheets etc, would not be appropriate. Adam Boxers overview of Afl/formative assessment https://achemicalorthodoxy.wordpress.com/2018/01/09/afl-in-science-a-symposium/, Dr Nick Soderstroms piece highlights the distinction between learning and performance https://medium.com/age-of-awareness/learning-vs-performance-a-distinction-every-educator-should-know-aa165a83a4f9, 2021 by Our Community Matters. Curriculum & sexual harassment: Ofsted updates its Memory, attention and behaviour for learning. [1] Deunk et al (2018) Effective differentiation Practices: Asystematic review and metaanalysis of studies on the cognitive effects of differentiation practices in primary education. Every student worked towards the same goal and crucially that goal was the same as Id set for my top set class. It is the same diet, but at a different pace. What diagnostic assessment procedures are commonly used in your school? 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. Of course, I didnt call it such at the time to me it was simply teaching. There is a wide variety of reasons that make differentiated instruction a necessity in the teaching pedagogy. Synonym. To convince them, I explained how the targets had been calculated and tore apart the logic. Relatively speaking, there is now a new kid on the block! 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. The rate and depth of support will vary depending on individual childrens needs. AL technology provides instruction and tutoring support, and interacts with the student throughout the learning process. Educational Research Review 24, pp31-54.Davis et al, (2004) Teaching Strategies and Approaches for Pupils with Special Educational Needs: ascoping study. Conclusion So, what happened to John after he left school with his C in English? Differentiation in this form can have a negative impact on both attainment and progress, and therefore many professionals are leaning towards the term adaptive teaching to help capture all the important aspects of differentiation, without its negative connotations. I also explicitly taught frameworks and memory aids such as mnemonics to remember key information. London DfES. In my trust Education South West weve tried to commit the time to developing exactly this kind of shared understanding. [2] TES (2019) Does Ofsteds use of research require improvement? - Whereas ' adaptation ' is responsive to different needs as and when they become salient Most importantly perhaps, I made sure that every student in the class completed the same task I did not differentiate tasks according to ability nor did I produce differentiated resources. Knowing this can help teachers to utilise adaptive teaching practice to provide their pupils with the targeted support needed to boost student outcomes. You can find out more about the importance of motivation in education. 19. Unlike traditional forms of differentiation which can perpetuate attainment gaps by capping opportunities and aspirations, adaptive teaching promotes high achievement for all. The model presents ageneric view of some elements of adaptive teaching. Teachers are used to the idea of first, now, next building the bigger picture and making connections for learning.. Teachers and teaching assistants should have a secure understanding of the elements of high-quality teaching and use them to best suit the needs of their learners. 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. Scaffolding aims to provide students with temporary supports that are gradually removed or faded out as they become increasingly independent. While scaffolding, it is important to monitor task, effort required, and (the) independent working time given as these can impact pupil effort, attention and persistence in the classroom. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). 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. Provide opportunity for all pupils to experience success, including by maintaining high expectations for all and making effective use of teaching assistants. Teaching Strategies and Approaches for Pupils with Special Educational Needs: ascoping study, Does Ofsteds use of research require improvement? Useful Links. Early Career Framework, 2019 The term 'differentiation' is slowly being replaced with 'adaptive teaching' by many professionals working within education. 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?. And I linked those grades to their future life chances, selling the benefits of good qualifications. The term is inclusive and recognises the distinct and separate needs of every pupil in the classroom. Hardworking teachers today are differentiating instruction according to factors such as: The process is beneficial to students but difficult and time-consuming for teachers. What Are the Problems With Differentiated Instruction? Below are links to two podcasts that influenced the thinking behind this article. Adaptive Learning picks up where Differentiated Instruction ends. 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. [3] Lake, R., Olson, L. (2020) Learning as We Go: Principles for Effective Assessment During the Covid-19 Pandemic. What is Differentiated Instruction? Teachers are used to the idea of first, now, next building the bigger picture and making connections for learning. While scaffolding, it is important to monitor task, effort required, and (the) independent working time given as these can impact pupil effort, attention and persistence in the classroom. 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. Differentiation vs. Tracking. The Education Endowment Foundation (EEF) is a charity and a company limited by guarantee. The secret to helping those boys secure their gateway qualifications was, I think in retrospect, adaptive teaching. 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