Adaptive teaching in Computing - TC meeting

If you were unable to join us for the recent thematic community meeting, "Adaptive Teaching in Computing" don’t worry! Here’s a recap of the session, including key insights and resources to support your teaching practice.

Adaptive Teaching in Computing

Key Takeaways:

• Adaptive teaching ensures all pupils can access and succeed in computing by tailoring approaches to their needs.

• Effective adaptive teaching is not about creating multiple worksheets but about maintaining high aspirations for all.

• Differentiation can complement adaptive teaching when used judiciously to avoid increasing teacher workload.

• Regular assessment is vital to identify and respond to pupils’ learning needs.

• Planning for common barriers and misconceptions helps teachers adapt fluidly during lessons.
  
  

Adaptive teaching was the focus of our recent session, with insights shared by Niall Martin, who brought his experience as a trust curriculum lead for computing. The discussion revolved around how adaptive teaching enables all pupils to meet high expectations while addressing their diverse needs. The session also touched on practical ways to integrate adaptive practices into everyday computing lessons without adding unnecessary workload.

Session Highlights

The session began by revisiting the definition of adaptive teaching, a practice emphasised in the Early Career Framework and teacher standards. At its core, adaptive teaching is about providing opportunities for all pupils to experience success, whether through pre-planned or responsive adjustments made during lessons.

Niall stressed the importance of moving beyond traditional approaches to differentiation, such as creating multiple worksheets for varying perceived ability levels. Instead, adaptive teaching focuses on:

Maintaining High Expectations: All pupils should work towards the same baseline knowledge, with stretch opportunities available for those who need it.

Using a Sliding Scale of Support: Temporary scaffolds should be removed as pupils become more independent.

Regular Assessment: Teachers should gather insights through various methods, such as observations or quick activities, to inform their adaptations in real time.

Addressing Barriers and Misconceptions: Anticipating common errors, such as confusion in syntax during programming tasks, allows teachers to proactively adjust their teaching.

The discussion highlighted the difference between adaptive teaching and differentiation. While differentiation may involve varying outcomes for groups of pupils, adaptive teaching ensures inclusivity by aiming for all pupils to achieve the same high standards. The approach aligns closely with computing pedagogy, where a diverse range of prior skills and experiences often exists among pupils.

Next Steps

Here are some reflective questions and exercises to integrate adaptive teaching into your practice:

Reflective Questions:

• • How do I currently identify and address barriers to learning in my classroom?

  • What methods do I use to assess pupils’ progress, and how can I make these more responsive?

  • How can I ensure that scaffolds are gradually removed to promote independence?

Further Resources

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