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Adaptive Teaching: Secondary School English lesson
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This lesson study was conducted in a mainstream secondary school to explore adaptive teaching strategies that support learners with Special Educational Needs and Disabilities (SEND) in English. The study focused on developing inference and extended writing skills using Shakespeare's female characters as a thematic anchor.
Aims: The study aimed to evaluate the impact of tailored strategies - including scaffolding, dual coding, metacognitive modelling and memory recall - on pupil engagement, cognition and independence in written responses.
Methods: Two lesson study cycles were completed with two pupils with. Strategies trialled included choral reading, visual prompts, and teacher-led modelling of thinking. Observations focused on pupil engagement, regulation, and written output. Ethical consent was obtained for anonymous publication.
Findings: Both pupils responded positively to adaptive strategies. Pupil X benefited from oral participation and teacher modelling, while Pupil Y showed improved regulation and engagement when given thinking time and structured prompts. Dual coding and vocabulary transformation techniques supported comprehension. Sharing teacher thinking aloud helped pupils initiate extended writing.
Implications: This study illustrates the potential of employing adaptive teaching techniques to create a supportive learning environment for students with SEND. Fostering a culture of kindness and structured feedback not only enhances student engagement but also encourages the development of metacognitive skills.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, secondary education, metacognition