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Flexible Seating and Flexible Teaching
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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 how flexible seating and grouping strategies, supported by technology, can enhance engagement and regulation for learners with Special Educational Needs and Disabilities (SEND), particularly those with ADHD.
Aims: The study aimed to investigate how flexible grouping and teacher mobility, enabled by iPad mirroring, could support pupils newly identified as having SEND in mathematics lessons. It focused on fostering inclusive practice through in-the-moment reflection and strategic classroom positioning.
Methods: The Lesson Study involved several steps, incorporating ethical considerations for anonymity in data published. Strategies employed included flexible seating and grouping, real-time reflection facilitated by iPad technology, and a focus on teacher positioning to maximise support and engagement. Observations were made regarding pupil interactions and learning outcomes during the implementation.
Findings: The findings reveal that pupils with SEND may benefit more from flexible grouping rather than being seated at the front of the classroom. Students exhibited resilience in adapting to different group settings, highlighting the importance of guided interaction through effective questioning by teachers. Additional insights indicate that providing prompts can assist in memory retention, while opportunities for pupils to articulate their learning enhance engagement. It was noted that smaller group sizes are optimal for effective collaboration, and meaningful transitions between group and whole-class instruction are crucial.
Implications: This study suggests that fostering an inclusive educational environment can be achieved through flexible teaching strategies that adapt to student needs in real-time. Other educators might observe that maintaining high expectations for all students while tailoring approaches can create a productive classroom atmosphere. Teachers may find value in applying in-the-moment inclusive reflection and strategic planning regarding group dynamics, enhancing both student support and overall engagement.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), flexible grouping, inclusive teaching, engagement, technology