🔥🔥 Announcement 🔥🔥
The Teacher CPD Academy has a new addition. Introducing The CPD Suite.
Deliver great staff training in house, with presentations designed by @mrspearce.bsky.social
✅ Evidence-informed
✅ Editable
✅ Trusted high quality
✅ Save time, increase impact
DM me for a free trial
🚨 New: The CPD Suite with @mrspearce.bsky.social! 🚨
Designed by us, delivered by you. A ready-to-use toolkit for delivering brilliant, evidence-informed teacher CPD, without starting from scratch.
Here’s how it works 🧵👇
AND additional expert inputs inc:
🧠 Adam Kohlbeck on challenges in adaptive teaching
🧠 Zack Groshell on adaptive task design
🧠 Gary Aubin on adaptations for SEND
🧠 Jon Eaton (author of the brilliant EEF article) on scaffolding
Link below to sign up or DM for info 👍🏻
✅Adaptive Practice
✅Questioning and formative assessment
✅Adaptive feedback
It also gives access to exclusive articles inc:
🔖The diff b/w differentiation and adaptive teaching
🔖Learning intentions
🔖Effective MCQs
🔖Effective practice
🔖Research about modelling
My full 'Adaptive Teaching' module is now available on the the @Inner_Drive CPD Academy. This includes input from myself and @BradleyKBusch on:
✅Adaptive teaching v differentiation
✅Clear learning intentions
✅Prior knowledge
✅Adaptive explanations
✅Adaptive modelling
Thank you!
Want more on this?
1. Watch out for a blog series coming soon.
2. Contact me to discuss CPD options
3. Sign up for the free webinar below: t.co/jXDB1CpVKy
This can be applied to all aspects of T&L –consolidating prior knowledge, modelling, practice, scaffolding, feedback, retrieval practice, questioning and more.
For explanations, this can be achieved through introducing more complex content and ‘wider’ content and introducing the content in wider chunks.
Increased challenge is needed if the content is relatively simple, if we think our pupils are likely to grasp it easily when planning lessons, of if checking for understanding during the lesson demonstrates high levels of understanding.
For explanations, this can be provided by repeating explanations, simplifying explanations, breaking the explanation into smaller chunks, and providing more or different examples, non-examples and additional graphics.
Increased support is needed if the content is complex, if we think our pupils are likely to struggle to fully comprehend the content when planning our lessons, of if checking for understanding during the lesson demonstrates learning gaps or misconceptions.
For example, characteristics of effective explanations for all pupils include clarity, chunking, examples and non-examples, linking to prior knowledge, q’s for listening and rehearsal, graphics and analogies…
3. Providing additional challenge if the material is simple or if learners are likely to or do grasp the content easily.
How?
Adaptive teaching involves three aspects:
1.Ensuring you are using the evidence-informed techniques that are most effective for all learners.
2.Providing additional support if the material being covered is complex or if learners are likely to or do struggle to fully grasp the content…
… and following the lesson when they decide which pupils may need further support or if it is necessary to reteach or revisit any content.
When? Adaptive teaching takes place during lesson planning when teachers consider how easily they think pupils may grasp a new concept or skill and how complex this new content is, during the lesson when they flexibly adapt their instruction based on the learning taking place…
What? Adaptive teaching occurs when teachers adapt their instruction to meet the needs of all learners.
Adaptive teaching: A Thread…
Adaptive teaching is crucial to high quality, inclusive education that enables pupils to achieve success. So, what is adaptive teaching, when does it take place and how can it be implemented?
and non-examples
-Modelling inc worked examples, live modelling, silent modelling and pupil-centred modelling
-Effective modelling: verbalising thinking, increasing thinking/ratio, chunking models and practice
Another great session with @aimeetinkler.bsky.social for Coventry MAT, this time on introducing new content:
-Explanations that build on and explicitly link to pupils' prior knowledge
- Questioning for listening, rehearsal and understanding during explanations
-Use of graphics, examples 1/
📚Engaging with research evidence.
So many of the approaches are central to the work we have been doing at Affinity Learning Partnership across our Education Leaders, Q of E, behaviour and SEND networks.
Brilliant conversation with Sam today for the ‘The Power of Teams’ podcast reflecting on my case study in his brilliant book. We discussed how to create learning teams inc:
⬆️ Identifying priorities
✍️Implementation
🧠Creating a developmental and learning culture
Join @bradleybusch.bsky.social and @mrspearce.bsky.social as they cover the latest research on:
📚 Retrieval Practice
🔄 Interleaving
🧠 Cognitive Load Theory
🤖 AI
💬 Oracy
🌟 And much more!
Get your subscription to the 2025 Teaching & Learning Spotlight 🔽
spotlight2025.eventbrite.co.uk
Haringey Education Partnership Annual SLT conference with all our schools in North London with our line up of great speakers and thinkers @unleashingme.bsky.social @mattstone.bsky.social @mrspearce.bsky.social @footballive.bsky.social
I really enjoyed filming these bite sized introductions to evidence-informed practice. You can sign up for the series including: Retrieval Practice, Interleaving, Cognitive Load Theory, Responsive Teaching, Feedback
And Effective modelling 👇🏻👇🏻👇🏻
Everyone is going to think I’m a giant 😂😂😂
Then @aimeetinkler.bsky.social
and I will be looking at 'Cognitive Science in the Primary Classroom':
👧Cog Sci research conducted with primary pupils
🍎How cog sci strategies can be adapted to primary pupils
✍️Examples from primary classrooms