Adaptive Teaching: Assess, Review
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Authors
Conlon, Katy
Yusuf, Fayaz
Buxton, Michelle
Issue 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 document outlines a Lesson Study focused on Inclusion and Special Educational Needs and Disability (ISEND) within a mainstream secondary school setting. The study aimed to improve student engagement and learning outcomes through adaptive teaching methods that facilitate assessment and review processes.
Aims: The primary objective of the Lesson Study was to explore the effectiveness of small, reasonable adjustments in classroom teaching to better understand students' needs and address barriers to their learning. Specific case study pupils were chosen for targeted observations and interventions throughout the study.
Methods: The Lesson Study was conducted over a ten-week period, entailing the formation of a research team, identification of focal pupils, and a series of lesson planning and review sessions. These sessions included teaching and observing multiple lessons, followed by reflective meetings to discuss outcomes and modifications. Tools such as RAG cards (Red, Amber, Green) for self-assessment and a buddy system for peer support were employed to facilitate student engagement and monitoring.
Findings: The study reported noticeable positive effects on case study pupils' engagement and coping strategies. Leah, one of the pupils, effectively used RAG cards to communicate her feelings, which helped her avoid escalating situations that led to leaving the classroom. The buddy system enhanced James's support, promoting his writing skills and social interaction, though some feedback indicated a need for refinement during independent tasks. Both students expressed different levels of satisfaction with the support strategies, highlighting areas for further development.
Implications: The results suggest that using tools like RAG cards and buddy systems can effectively promote student well-being and engagement in learning. However, the feedback indicates a need for ongoing adjustments to these systems to cater to individual preferences and the demands of various classroom activities. Teachers engaging in similar initiatives might find the combination of structured support and student feedback valuable for refining their pedagogical approaches in inclusive settings.
Aims: The primary objective of the Lesson Study was to explore the effectiveness of small, reasonable adjustments in classroom teaching to better understand students' needs and address barriers to their learning. Specific case study pupils were chosen for targeted observations and interventions throughout the study.
Methods: The Lesson Study was conducted over a ten-week period, entailing the formation of a research team, identification of focal pupils, and a series of lesson planning and review sessions. These sessions included teaching and observing multiple lessons, followed by reflective meetings to discuss outcomes and modifications. Tools such as RAG cards (Red, Amber, Green) for self-assessment and a buddy system for peer support were employed to facilitate student engagement and monitoring.
Findings: The study reported noticeable positive effects on case study pupils' engagement and coping strategies. Leah, one of the pupils, effectively used RAG cards to communicate her feelings, which helped her avoid escalating situations that led to leaving the classroom. The buddy system enhanced James's support, promoting his writing skills and social interaction, though some feedback indicated a need for refinement during independent tasks. Both students expressed different levels of satisfaction with the support strategies, highlighting areas for further development.
Implications: The results suggest that using tools like RAG cards and buddy systems can effectively promote student well-being and engagement in learning. However, the feedback indicates a need for ongoing adjustments to these systems to cater to individual preferences and the demands of various classroom activities. Teachers engaging in similar initiatives might find the combination of structured support and student feedback valuable for refining their pedagogical approaches in inclusive settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , mainstream secondary , adaptive teaching; pupil voice , buddy system