Adaptive Teaching
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Week 1 –What Adaptive Teaching Really Means (vs Differentiation)
Adaptive teaching is often misunderstood as creating different activities for different pupils. In reality, it is about making responsive adjustments within high-quality teaching so that all learners can access the same ambitious curriculum. In this session, we'll explore the difference between adaptive teaching and traditional differentiation, examining practical ways to anticipate barriers, provide appropriate support and maintain consistently high expectations for every pupil.
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Week 2 – Scaffolding Without Lowering Expectations
Effective scaffolding provides pupils with the support they need to succeed while ensuring challenge and ambition remain high. Rather than simplifying the learning, good scaffolds help pupils access complex ideas, develop confidence and gradually become more independent as support is carefully removed. In this session, we'll explore practical strategies for scaffolding learning in ways that maintain high expectations and enable every pupil to achieve success.
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Week 3 – Flexible Grouping & Classroom Organisation
The way we organise our classrooms can have a significant impact on participation, confidence and learning. Flexible grouping enables teachers to respond to pupils' changing needs, providing targeted support and challenge without limiting expectations or creating fixed ability groups. In this session, we'll explore practical approaches to classroom organisation that promote collaboration, maximise engagement and ensure every pupil has opportunities to learn, contribute and succeed.
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Week 4 –Using Assessment for Learning Adaptively
Effective assessment is about more than measuring what pupils know—it is about using that information to shape what happens next. By continually checking for understanding, identifying misconceptions and responding in the moment, teachers can adapt their teaching to meet pupils' needs while maintaining the pace and challenge of learning. In this session, we'll explore practical strategies for using assessment for learning to make responsive, purposeful adaptations that improve outcomes for every pupil.
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Week 5 –Supporting SEND & EAL Learners Inclusively
High-quality teaching is the starting point for supporting all learners, including those with SEND and pupils learning English as an Additional Language (EAL). Inclusive classrooms anticipate barriers to learning and provide appropriate adaptations that enable pupils to participate fully without creating unnecessary separation from their peers. In this session, we'll explore practical, evidence-informed strategies that promote accessibility, independence and high expectations, ensuring every pupil has the opportunity to thrive within the classroom.
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Week 6 –Reflecting & Refining Adaptive Practice
Adaptive teaching is an ongoing process of noticing, responding and refining. The most effective teachers continually reflect on the impact of their practice, using evidence from the classroom to make small, purposeful adjustments that improve learning for all pupils. In this final session, we'll reflect on the key principles explored throughout the series and consider how consistent evaluation and refinement can strengthen inclusive practice, maintain high expectations and maximise outcomes for every learner.