‘Over the past few years, ​‘differentiation’ has become an increasingly unpopular term in teaching. 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… If ​‘differentiation’ comes with too much baggage, it may be timely to move forward with new terminology and ideas. 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.’ (EEF blog: Moving from adaptive teaching) 

The Early Career Framework provides useful information around adaptive teaching: 

• Pupils learn at different rates and need different levels of support 

• Meet individual needs without creating unnecessary workload 

• Providing targeted support for pupils 

• Being aware of potential barriers to learning 

• Understand pupil differences including levels of prior knowledge 

Adaptive teaching can also include the following: 

• Providing opportunity for success 

• Maintaining high expectations for all, including teaching to the top 

• Being responsive to the changing needs of pupils 

• Using assessment to inform teaching 

• Providing regular feedback 

• Engagement and motivation 

• Using a variety of instructional methods 

• Deviating from your plans 

• Intervening within lessons 

• Using scaffolds 

• Varying the level of challenge 

• Using peer support, including flexible grouping and collaboration 

• Adapting resources 

• Providing small steps / breaking learning into its constituent parts 

• Skill progression 

• Using visuals 

• Pupils taking an active role in own learning / autonomy 

• Incorporating technology 

• Ensuring reasonable adjustments 

• In the moment adaptations 

• Cultivating an inclusive and purposeful classroom environment 

Adaptive teaching is the subtle, tricky, but compelling stuff of teaching. No lesson package you lift from the Internet can eliminate the necessity for adaptation and responsiveness….It is not a new term or concept. In the Teacher Standards, standard number 5 states: “Adapt teaching to respond to the strengths and needs of all pupils’. In the more recent ECF, adaptive teaching is promoted as an “opportunity for all pupils to experience success, by adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations.” (Alex Quigley, 2023) 

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.