Tom Cragg
Head of Client Success, MFL Consultant and Examiner, School Governor, former Head Teacher
Over the past few weeks, I’ve been analysing feedback data alongside groups of teaching and learning leads, and one theme has consistently emerged: the area of teaching most in need of development is adaptive teaching.
Given its complexity, this probably won’t come as a surprise. Ensuring every child can access learning, while also being stretched, is one of the greatest challenges we face in the classroom.
At ProgressTeaching, several schools across our network have been working to improve the adaptive teaching element of their teaching rubrics. The aim? To ensure every leader and teacher has a shared understanding of what great practice looks like in this vital area.
Below are two examples that schools are using to structure feedback and professional development:
Example 1 – Habit name: ‘Adaptive teaching’
Does the teacher know who the SEND pupils are in the class?
Does the teacher know the needs of specific SEND pupils?
Does the teacher have an annotated seating plan?
Is the lesson planned relative to pupil ability/the academic profile of the group?
Are activities in the lesson sequenced logically to lead to learning success?
Is data used to plan so that all pupils can access the learning?
Is there evidence of scaffolding challenging tasks?
Is open questioning used to challenge and gauge pupils’ understanding?
Are tasks planned that stretch and are aspirational for all pupils?
Are explanations broken down so that all pupils can access the learning?
Does the teacher regularly check for understanding and respond to the class in front of them?
Example 2 – Habit name: ‘Challenge and adaptive teaching’
The teacher has high expectations for all pupils and a detailed knowledge of their needs and abilities, and therefore uses appropriate strategies such as speaking and writing frames or chunking tasks.
SAM is consistently applied during the lesson and therefore pupils with SEND remain engaged throughout the lesson. Clarity of instruction and economy of language leads to pupils knowing what to do and how to do it.
A variety of activities is consistently used to challenge pupils and they complete challenges which stretch their skills, knowledge and understanding.
Teachers consistently use identified strategies and prepare resources (with a TA where possible) for SEND pupils so that they can access learning and make progress in line with their peers.
There is an excellent TA/teacher partnership which leads to effective additional support with pupils.
What is SAM?
➡️ S = Seating plan – seating pupils strategically
➡️ A = Ask a question – a SEND pupil is asked the first question
➡️ M = Mark the work of a SEND pupil first (live marking)
As schools continue to refine their approach to feedback and professional development, clearly defining what adaptive teaching looks like in practice is a powerful step forward.
If you’d like to learn more about how schools in our network structure their teaching rubrics and feedback processes, feel free to get in touch.
