Adaptive Teaching: Creating a positive learning environment
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Authors
Archer, Georgia
Shiggins, Niamh
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: Creating a positive learning environment is essential for inclusive education, particularly for students with special educational needs and disabilities (SEND). This study was conducted in a mainstream secondary school and focused on two Year 7 students - one with autism and one with a moderate learning difficulty - within the context of Drama lessons.
Aims: The aim was to explore how adaptive teaching strategies, informed by pupil voice, could foster a more inclusive and engaging classroom environment. The study sought to identify practical adjustments that would enhance communication, confidence, and participation for all learners.
Methods: The research utilised a Lesson Study framework that consisted of multiple cycles. Each cycle addressed specific themes, such as fostering a positive environment, implementing strategies like cold calling and hands-up questioning, and experimenting with instructional modelling techniques, including the 'I do - We do - You do' approach. Observations and student feedback were key components of the iterative process.
Findings: Initial adjustments based on pupil voice - such as font size and background colour - improved engagement. Over time, embedding structured routines like hands-up questioning and collaborative modelling led to increased confidence and participation from both focus students. The broader class also benefited from the inclusive strategies, with improved classroom behaviour and peer collaboration.
Implications: This study demonstrates that small, pupil-informed adjustments can significantly enhance classroom inclusivity. It suggests that creating a supportive learning atmosphere can foster individual student development and peer interaction. Future inquiries may investigate the impact of group dynamics on student resilience and adaptability within diverse classroom settings, offering insights into the benefits of varied collaborative experiences.
Aims: The aim was to explore how adaptive teaching strategies, informed by pupil voice, could foster a more inclusive and engaging classroom environment. The study sought to identify practical adjustments that would enhance communication, confidence, and participation for all learners.
Methods: The research utilised a Lesson Study framework that consisted of multiple cycles. Each cycle addressed specific themes, such as fostering a positive environment, implementing strategies like cold calling and hands-up questioning, and experimenting with instructional modelling techniques, including the 'I do - We do - You do' approach. Observations and student feedback were key components of the iterative process.
Findings: Initial adjustments based on pupil voice - such as font size and background colour - improved engagement. Over time, embedding structured routines like hands-up questioning and collaborative modelling led to increased confidence and participation from both focus students. The broader class also benefited from the inclusive strategies, with improved classroom behaviour and peer collaboration.
Implications: This study demonstrates that small, pupil-informed adjustments can significantly enhance classroom inclusivity. It suggests that creating a supportive learning atmosphere can foster individual student development and peer interaction. Future inquiries may investigate the impact of group dynamics on student resilience and adaptability within diverse classroom settings, offering insights into the benefits of varied collaborative experiences.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , mainstream secondary , pupil voice , adaptive teaching , Drama