Responding and adapting
Adjustments and considerations.
Thoughts and musings
I have recently been fortunate enough to have attended a number of showcases, learning experiences and training sessions where there has been a consistent theme of best practice running throughout. Focus on the individual child and their fluid needs and responses to learning experiences. An aim that I am certain that all educators have when planning, teaching and assessing, however also one that can feel like a challenge to achieve.
The move towards an adaptive and responsive model in recent years (away from a more group-focused, differentiated approach) values the real time actions and responses of learners. An interesting read around the main points, importance of and research supporting an adaptive teaching approach can be found on the Third Space Learning website.1 In summary, adaptive teaching requires fluid adjustments, enhances meaningful formative assessment and has high expectations for inclusivity.
So, back to my observations. I have been recently offered the opportunity to present to a group of leaders to discuss my services in an education consultancy capacity.2 A common theme identified by these leaders is around how staff can begin to take, and build on, the steps needed to create authentic adaptive teaching approaches which are not onerous and can become part and parcel of lesson planning practice. A toolkit of suggestions which can be deployed with minimal time spent preparing, securing learning opportunities that respond to pupil’s needs. In the moment. Which led me to compiling this ‘glimmer’.
Ideas and practical suggestions
So, what practices can be put into place which allow educators to be responsive and adapt their learning experiences and approaches based on what pupils are showing them – in real time? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of a shift towards intentionality when designing lessons, considering resourcing and creating space - both in the physical and timed sense.
There are an abundance of ideas out there which provide practical ideas and suggestions for creating adaptive teaching experiences. I would like to touch on two over-arching ideas which have recently re-ignited a ‘spark’ in my mind as a result of taking part in my own research and learning.
1. Creating intentional opportunities – rethink the traditional model
As an advocate for the ‘joy of lesson planning’3 this is where I will, once again, rally for the importance of preparation. I can remember many times in my career where an opportunity for responding to what my pupils were showing me they could (or couldn’t) do had been scuppered by the fact that I didn’t have the environment/resourcing/opportunity to support this challenge or misconception readily available. Difficulties may arise when slides hold all of the teaching content and independent activities to be completed appear quite fixed. The opposite of being adaptive.
So, when it transpires that a concept needs more exploring or challenging, how can this be done in a fluid manner?
Environment. A key for preparation. Just as important as working through those learning experiences and objectives. If individuals or groups of children need that extra bit of scaffolding or exploration, can they access resources which will support that? Be it manipulatives, models or some further independent reading/exemplification. Thinking about displays and also learning areas and zones here is paramount. Again, this does not need to be time-consuming or beautifully presented but instead practical – useful. In the intentional lesson design process you should be able to identify these possible misconceptions or tools which children may require if teacher-led learning is not landing. This also goes for challenge. Have children got it? Are they ready to try a more open-ended question? Don’t forget the power of grouping the children together for this. The talk involved in collaboration is key. Where can they go to do this? Which materials can they access which will take this learning further?
Time – and being flexible with this. Giving consideration during the lesson design process to be able to move away from the expectation that all children need to have ‘those questions recorded in their Maths book’. I understand that there is often pressure for learning outcomes to be recorded for quality assurance processes. However, would a note on the planning suffice? A QR code in a child’s book with a photo of them using your intentionally signposted resources in the learning area? Independently exploring and securing their original misconception. Having conversations with senior leaders about what marking and feedback policies look like so that adaptive teaching practices can be valued. The impact of having this extra time and space should be seen in subsequent recordings of understanding as these incremental steps to think more deeply have been given the opportunity (and time) which they deserve.
Additional ‘adults’. Thinking dynamically about the role of learning facilitators within a lesson - not always of the human kind. The EEF have recently released an updated guidance report around best practice and the deployment of teaching assistants which is well worth a read.4 I also explored this in a previous glimmer, ‘Additional adults in the classroom’5. I would like to present technology as another tool at our disposal when used dynamically and with intention. I was lucky enough to attend a showcase hosted by a local trust, ‘Discovery’, recently where their development and implementation of purposeful technology is nothing short of inspiring.6 This experience encouraged me to reflect on how I have worked with colleagues to plan for the use of technology as an additional learning aide within the classroom. Now, I understand that this technique is dependent on the devices available in your setting. There may need to be some creative thinking around this. However, using QR codes and shared learning platforms to house instructional videos, models and links to interactive independent resources is an excellent way of pre-planning for these adaptive opportunities. All of a sudden, you have cloned yourself! “Check in with ‘virtual me’ to see this exemplified further.” “Let me explain to you how you can think about this from a different perspective.” The possibilities here really are exciting – and endless!
2. Voice and choice
What an incredible opportunity it was to recently attend the OU/UKLA Reading for Pleasure spring conference7. The theme of this was ‘voice and choice’ and conversations around autonomy and agency were placed front and centre. The idea of slowing down and taking the time to learn about our pupils as readers, really resonated with me. In terms of adaptive teaching, I feel there is so much value in this too. Adapting to interests, to ways of digesting information, to learning journeys. Our Early Years’ provision is full of opportunity to adapt future activities and experiences to the children’s intrigues and requirements. The saturation of objectives in the British National Curriculum in Key Stage One and Two can definitely feel like it limits further opportunities for this adaptability.
However, perhaps a little shift of intentionality is all that is needed to support this.
Exploration tasks. These could be curriculum-centric or interest-based. During the RfP conference I attend a fantastic workshop which looked at teachers and their pupils populating a ‘tree’ (from roots to trunk to branches) of texts read over a lifetime. Not only an excellent reflection tool but also an opportunity to open up conversation around the ‘why’. Why these texts present at these point of your life? Why a selection (or not) of reading materials? Why a slowing down or speeding up of reading? So much rich information about your individual pupils (and colleagues) which could have a really tangible impact on understanding and the subsequent planning of lessons, training sessions and culture development. Now move this idea on from books read. Could a similar open-ended task be created to find out more about a different subject or interest area?
Information gathering. I have spoken a number of times about the importance of autonomy. For our pupils and educators. When designing these adaptive environments, resources and opportunities, are we asking the children if these approaches met the requirements of how they like to learn, to express themselves, explore? I consistently champion the work of Claire Gadsby as I have seen first-hand the impact of her child-centred and dynamic approaches. After reading Claire’s book ‘Dynamically Different Classrooms’8 I began to implement and experiment with the idea of zoning and signposting specific areas in my classroom, which supported my responsive teaching requirements. I brought the children fully on this journey with me. I taught them how to use the learning areas. I asked for their feedback. The biggest moment of success I experienced with this was as a new child was welcomed into our class, one of the children jumped up and said, “let me show you around our learning areas!” She proceeded to explain how the zones could be used and the benefits of these – in her own words, no preparation from me – authenticity completely at play.
