Defining Contemporary Adaptive Teaching

 

Our Director of Education and Trust Digital Development Lead are named contributors to Defining Contemporary Adaptive Teaching, a national research-informed publication led by Dr Fiona Aubrey-Smith.

This paper has emerged from 12 months of pathfinding research involving 92 school leaders and six academic researchers, bringing together existing evidence on adaptive teaching with contemporary empirical findings and classroom-informed insight.

The publication represents a thoughtful fusion of research and practice, ensuring that the evidence base surrounding adaptive teaching remains relevant and impactful for this generation of learners.

Rather than promoting a one-size-fits-all model, contemporary adaptive teaching emphasises the intelligent use of data, professional judgement and flexible strategies to enable teachers to respond to pupils’ needs in real time- embedding dignity, equity and high expectations at the heart of classroom practice.

The intention of the paper is to stimulate deeper thinking among teachers, school and system leaders, and those shaping policy at local, regional and national level. It invites education professionals to reflect on the strategies, provision, resources and actions that best support inclusive, responsive and evidence-informed teaching.

As a Trust, we are proud to contribute to national dialogue that strengthens classroom practice and advances equitable outcomes for all learners.

Read the full publication below.