difference between adaptive teaching and differentiation

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. Prompting learners with key words, visuals, sound bites or other sensory stimuli. 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. Differentiated instruction is a teaching approach that tailors instruction to students' different learning needs. Introduction. Every student worked towards the same goal and crucially that goal was the same as Id set for my top set class. For example: Provide opportunity for all pupils to experience success by: But even this requires further unpacking. Setting up temporary groups as an additional layer of scaffolding. Helps teachers to identify and plan for any barriers to learning which may exist. There is a common misconception that pupils have distinct and identifiable learning styles. Over a series of 15 slides, students will examine images and informational text and participate in activities to uncover the differences between these types of natural resources. To convince them, I explained how the targets had been calculated and tore apart the logic. Within the practice of effective adaptive teaching, all learners experience the same high expectations set out by the teacher, with differing layers of support, to help them make good progress and achieve well over time. And I linked those grades to their future life chances, selling the benefits of good qualifications. It is one of the greatest privileges afforded to a teacher: to see, first-hand, the impact you have on young peoples lives and how your actions continue to shape those lives long after they leave school. (Some even labelled these with lower, middle or higher attainers.) The first element of adaptive teaching lies in effective curriculum planning. Enables teachers to provide equitable learning opportunities for all children. difference between adaptive teaching and differentiation manitoba bisons men's hockey / carmel catholic high school hockey In 2018, the International Society for Technology in Education (ISTE) published an article explaining the subtle differences and similarities between differentiation, individualized instruction, and personalized learning. This is formatively assessing the learned curriculum before embarking upon the next planned chunk of new learning. This instructional slide deck is an engaging and interactive way to help your students differentiate between renewable and nonrenewable resources. 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. AL technology takes prior learning into account, differentiates the pace for individuals, and accommodates different curriculum sequences. I made sure the development of study skills such as self-quizzing and revision was also planned and explicitly taught, first in a domain-specific way then as transferable skills. Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils. 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. The term differentiation is slowly being replaced with adaptive teaching by many professionals working within education. I still see most of the boys from that class and you often crop up in conversation. Further, it will behoove educators and learning changemakers to acknowledge that in this world of Personalized Learning, that not all learners will thrive in this entirely digital platform. However, effective implementation, developing a shared understanding of what they look like in practice across a school, is a challenge., Chief among these strategies, then, is scaffolding, In her blog, Mould continues: Scaffolding aims to provide students with temporary supports that are gradually removed or faded out as they become increasingly independent. 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. By contrast, differentiated instruction is the adjusting of lesson . Useful Links. 12 Reasons Why Teachers Resist Differentiated Instruction. You can find out more about the importance of motivation in education. Hollowell, Karen. Also, curious what the market revenue projections are in each of these segments and if one over another is deemed a hot market darling. I did not differentiate the questions I asked either I made sure every student was required to answer questions that demanded critical thinking. Which subjects do parents value the most? Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils. Making effective use of teaching assistants. Helps to cultivate a more inclusive classroom space, where each childs needs have been addressed. EEF Blog, July 2021: https://bit.ly/3wFD2mW. Students learn at different rates and require different types and levels of support from their teachers in order to succeed. Post author: Post published: 23 May 2022 Post category: katie donovan lake forest Post comments: georgia football 2023 schedule georgia football 2023 schedule | Tes News Kevan Collins. 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. Neither is it an excuse for deviating from the shared scheme of learning and doing your own thing. difference between adaptive teaching and differentiation. In-the-moment adaptive teaching includes: Effective adaptive teaching also involves careful evaluation. 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. So, what is adaptive teaching? Then I set the bar high. Differentiation is an important factor to consider when adapting teaching, but in practice, its definition is unclear1. BC Ministry of Education. Adaptive teaching is not revolutionary, it is high quality teaching for the students in our classes. Adaptive teaching happens before the lesson and during the lesson; it is adapting planning prior to the lesson & adjusting practice during the lesson (EEF, 2021) It is about planning for and teaching the learners in front of us in the classroom at that time. SecEd prides itself on being written by teachers, for teachers and offering a positive and constructive voice for 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. Its primary purpose is to help teachers understand what adaptive teaching looks like in the classroom and think about the kinds of adaptations they could make. Instructional Science, 43, pp615-641. As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. [10] SEND Code of Practice (2015) particularly chapter 6. 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. Some, for example, still associate differentiation with three coloured worksheets or tasks for three distinct ability groupings. What Are the Problems With Differentiated Instruction? social, emotional, and metal health needs, online training courses for education staff, How to Deal with Challenging Behaviour in the Classroom, SEND Review: Summary of the Green Paper 2022. 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. CRPE. Differentiation asks teachers to plan different tasks or learning experiences for different groups of students, with the idea being that we can better meet the needs of diverse learners. the bottom group receives adifferent task to everyone else, regardless of the particular needs or aptitudes of the pupils in this area of learning. Putting Education at the heart of our communities. There is a wide variety of reasons that make differentiated instruction a necessity in the teaching pedagogy. I made sure I modelled the very best work but, in so doing, I deconstructed examples of excellence live in front of students so they could see how to get from where they were to where they needed to be, rather than presenting them with heres one I made earlier. Teacher fits approaches and resources to individuals needs, based on what has worked historically, with similar students. 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. Indeed, there was little difference in my teaching between the two classes: expectations were high and the work was challenging. Here, the effect of acute, intense physical exercise on the expression of innate and adaptive immune genes in 12 racing-bred American Quarter Horses, after resting . I said that tracking refers to the systematic grouping of students into classes based on their overall achievement. Supports both teachers and pupils alike. [1]NASEN also remind us that there will still be pupils with SEND who need and benefit from different resources, teaching materials and strategies to access their learning.Is it time for adaptive teaching to replace differentiation? What does it mean in our context? The level of challenge they experience remains stagnant and they become trapped and stifled by their teachers fixed expectations. . 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. Five high-quality, impactful teaching strategies are identified in the EEFs guidance for special educational needs in mainstream schools. I used GCSE grade descriptors to determine the standard of work I expected from my students explaining the difference between, say, a grade 5 and a grade 8 piece of work in tangible terms. Perhaps the misconception around differentiation lies within the word itself: DIFFERENTiation. The d-word itself is enshrined in the teaching standards: Teachers must know when and how to differentiate appropriately, using approaches that enable pupils to be taught effectively. Their progress, however incremental, was then celebrated and made visible. teachers and school leaders working in secondary education across the UK. It also encapsulates the importance of investigating the reason behind the struggle, as opposed to merely addressing the struggle itself. Mere observation of teachers' responses to differences between different groups of learners is insufficient to Please view our Terms and Conditions before leaving a comment. John was in a class I regularly cite on training courses. Modifications are used to ensure that the student is able to understand the material and be successful in the classroom. SENCO Kirsten Mould explored the practicalities of adaptive teaching in a recent blog for the Education Endowment Foundation (Mould, 2021). 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? Below are links to two podcasts that influenced the thinking behind this article. In other words, I made my subject expertise visible through thinking aloud. Their progress, however incremental, was then celebrated and made visible. Visual learners will have visual cues, auditory . Hannah has worked as a classroom teacher, English subject lead, and specialist leader in education, with over 11 years experience in the sector. Are there existing assumptions about differentiation that need addressing? Conclusion So, what happened to John after he left school with his C in English? This is the first step in identifying barriers and developing strategies to support all pupil, including those withSEND. 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. Differentiating the programme Where some parts of the curriculum content need to be individualised for some students, you can differentiate your classroom programme using two approaches that Giangreco (2007) discusses: multilevel curriculum and curriculum overlapping 1 . Registered in England, Number 114 2111 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 sort of adaptations are we talking about? Davis et al (2004) Teaching Strategies and Approaches for Pupils. 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. 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. I also explicitly taught frameworks and memory aids such as mnemonics to remember key information. The term ' adaptive teaching', especially as set out in the Early Career Framework, resets our expectations about what it means to differentiate, and it offers a more helpful and practical model. You may want to read more about your child's rights, too. With this in mind, adaptive learning may not appeal to those who have already dismissed other individualized learning methodologies. It hopefully provided clarity and to an extent a renewed sense of autonomy, for those where perhaps the original message about the importance of the same diet for all students has become somewhat mudded. Knowing this can help teachers to utilise adaptive teaching practice to provide their pupils with the targeted support needed to boost student outcomes. 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. So, what happened to John after he left school with his C in English? Being adaptive in both the moment and as a result of considered, planned adaptive teaching strategies will help to yield better academic outcomes for pupils. Gauging group responses to support individual answers. 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. Remedial instruction will address skills deficits while compensatory approaches will enable them to reach their full potential. The learning tasks always consider the students' strengths/weaknesses. One confusing aspect of this new language is the difference between adaptive, personalized, and differentiated learning. DL technology can determine a unique pathway that navigates the student, however it does not necessarily adapt the path, as the learner moves forward. 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. 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. The rate and depth of support will vary depending on individual childrens needs. Definitely not. Ive acquired a group of students like John who get in touch from time to time to tell me how theyre getting on. Finally, adaptive teaching strategies should be selected purposefully and used flexibly to ensure the best possible outcomes for all pupils. But my approach was akin to an approach that is now given that moniker. Adaptive Teaching - Differentiation by a Different Name? For a start, it is what you think it is: being responsive to information about learning, then adjusting teaching to better match pupil need. It breaks the term adaptive teaching into more concrete recommendations for teaching. Mould adds: At first glance, these strategies may seem commonplace. Proudly created with Wix.com. Specifically, adaptive teaching requires teachers to: Adaptive teaching also forms part of the new Early Career Framework (DfE, 2019). Analysts have labelled AL as The Next Big Thing and The Billion Dollar Bet, as universities are one-by-one adopting AL learning management systems for certain programs and courses. [3] Lake, R., Olson, L. (2020) Learning as We Go: Principles for Effective Assessment During the Covid-19 Pandemic. Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. Hannah Hawthorne is a Learning Designer with a primary focus on Education for High Speed Training. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding). What we now perceive to be effective differentiation has changed dramatically from what was once considered to be good practice. He wanted to update me on what hed been doing since I last taught him nearly a decade ago. Note that when considering the needs of all learners, teachers should not remove challenge entirely. As a result, many went on to study A levels in the school sixth form and then onto university, despite having been previously written off by the system. After all, adaptive teaching is leading to providing differing inputs; true, and in that much broader sense of the word, then differentiation is not dead. ). Providing exemplars or WAGOLLs what a good one looks like.. Adaptive Learning: What is it and how does it differ from Differentiated and Personalized? 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.. Not 're-invent' or 'make-something-entirely-different'. 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I said that tracking refers to the systematic grouping of students into classes based on what has worked historically with... Chances, selling the benefits of good qualifications ( eef ) is a charity and a company limited guarantee. By their teachers fixed expectations resources to individuals needs, based on what hed been doing since last! Different rates and require different types and levels of support will vary depending on individual childrens needs my teaching the!, however incremental, was then celebrated and made visible teaching strategies should be selected purposefully and used to. Education for high Speed training is able to understand the material and be in! Assessing the learned curriculum before embarking upon the next planned chunk of new learning me how getting... Questions I asked either I made sure every student was required to answer questions that demanded critical.... 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Differentiation lies within the word itself: differentiation compensatory approaches will enable them to reach their full.! And interactive way to help your students differentiate between renewable and nonrenewable.. Different rates and require different types and levels of support will vary depending on individual childrens.! Key information step in identifying barriers and developing strategies to support all pupil, including by providing support...