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Adaptive Teaching: Pause, plan, produce
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Authors
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 study presents an exploration of adaptive teaching strategies aimed at inclusive education for students with special educational needs and disabilities (SEND) within a mainstream secondary school context. The focus is on employing a 'pause, plan, and produce' methodology initially developed in the Geography curriculum, which is later shared with the English faculty to enhance learning outcomes for students with special educational needs.
Aims: The primary aim is to investigate the effectiveness of adaptive strategies in removing barriers to learning for selected case study students in the Geography setting and to assess how these strategies can be integrated into different subject areas, specifically English. The study emphasises the importance of collaborative approaches among teachers to foster an inclusive learning environment.
Methods: Over a 12-week lesson study cycle, data were collected through observations, parental consent, and student feedback. The cycles included planning meetings, observations of teaching practices, and discussions among teachers regarding the implementation of adaptive strategies, focussing specifically on supporting literacy development in relation to the 'pause' and 'plan' methods.
Findings: The results indicated that various combinatory strategies significantly improved the two case study pupils' access to Geography lessons. Successful techniques included the provision of key vocabulary, structured planning approaches, and opportunities for verbal expression of their understanding. Both pupils demonstrated enhanced engagement and comprehension during lessons and successfully utilised provided key terms within their written work.
Implications: The findings suggest that adaptive teaching strategies can have a profound impact on student engagement and learning, particularly for those with SEND. Other educators may observe that implementing structured approaches such as the 'pause and plan' method can facilitate improved student outcomes in diverse curricular areas. This study underscores the importance of continuous collaboration between teaching teams to share effective practices that support inclusivity.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream secondary, adaptive teaching, curriculum, pause-plan-produce