Page 107: Adaptive teaching and the tiered approach to educational support

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 Page 107: Adaptive teaching and the tiered approach to educational support

Following on from last weeks delve into SEND, exploring inclusive practice and to to use the graduated response alongside working with parents to meet the needs of all learners, this week I have continued my research, delving into the current buzz of 'adaptive teaching'.

When completing my NPQLT module on adaptive teaching, it gave this very useful perfect summary:

"Adaptive teaching is about responding to the strengths and needs of all of the pupils in the classroom ... fundamentally it is about high quality teaching based on strategies that are align in your repetiore. They should be 'built into' planning and delivery."

NASEN (National society for special educational needs), carried out an interesting piece of work and concluded upon 10 ways to support teachers and encourage include daily practice.

1. Banning the average by challenging mindset and replacing this with curiosity

2. Thinking about transforming learners lives as the job

3. Difficulties in pupils learning as an area of professional challenge

4. Jagged profiles ensure less risk of labelling and pupil potential is identified

5. More ability profiling

6. Ask better questions

7. Catch pupils doing the right thing

8. Use co-operative learning

9. Design lessons that target the outliers

10. Use short-cycle formation assessment

Keeping this factors in mind, here are some adaptive teaching strategies that I find useful in my day-day practice. You probably have more incorporated than you realise ...

  • Visual timetables

  • PECs

  • Emotion coaching 

  • Pre teaching of vocabulary

  • Assessing prior knowledge

  • Formative assessment

  • Rewording of instruction and questioning

  • The use of practical resources

  • The use of visual resources

  • Providing WAGOLLs and success criteria

  • Providing further scaffolding such as a worked example

High quality teaching and using adaptive teaching as part of daily practice should reduce the need for extra support for pupils. However, in some cases, structured intervention is necessary and can have fantastic benefits on progress and learning. 

When decided the support use for whole class and individuals in my classroom, I use the tiered response to educational support. The support it placed in a pyramid. At the top is specialist, in the middle is targeted and at the bottom is whole class.

Specialist - Key 1-1 specific support such as work with an outside agency.

Targeted - Critical intervention support such as a small group working with an additional adult.

Whole class - Adaptive teaching strategies, asking yourself, is my classroom practice maximised?

Referring to this model allows me to use a criteria in reflecting and selecting the most appropriate support. Reducing the time that learners are spending outside the main classroom through using and referring to this model has a greater postive impact on learning progress. It is essential to integrate the content learnt in intervention within the mainstream curriculum.

So that concludes me delve into SEND and adaptive your daily practice to benefit any barrier to learning for any individual. Thank you for reading! I definitely recommend exploring NASEN to further understadning around supporting all learners. 

- Miss Yeoman

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