In recent years, the language of classroom practice has shifted. “Differentiation,” once the dominant term, is increasingly being replaced by “adaptive teaching.” For many teaching staff, this can feel like a rebranding exercise rather than a meaningful change. However, this shift to adaptive teaching does not just reflect a change in terminology. Adaptive teaching puts a larger emphasis on high-quality teaching rather than the provision of different handouts, different resources or different groupings for our children.
This post aims to clarify what adaptive teaching is, how it differs from traditional notions of differentiation, and the core principles that underpin effective implementation.
What Is Adaptive Teaching?
Adaptive teaching refers to the ongoing process of adjusting instruction in response to pupils’ learning needs, informed by continual assessment and a strong understanding of how learning works (as well as a strong understanding of the child!)
At its heart, adaptive teaching is not about creating entirely different lessons for different pupils. Instead, it focuses on responsive teaching within a shared learning journey, where all pupils work towards the same ambitious goals, but the pathways, supports, and pace may vary.
Adaptive Teaching vs Differentiation: What’s the Difference?
Traditional differentiation often became associated with:
- Producing multiple versions of tasks (e.g., “easy,” “medium,” “hard” worksheets)
- Assigning pupils to fixed ability groups
- Lowering expectations for some learners
While well-intentioned, these approaches sometimes led to unintended consequences:
- Reduced access to the full curriculum
- Increased teacher workload without proportional impact
- Reinforcement of attainment gaps
Adaptive teaching represents a shift away from this model.
To implement adaptive teaching effectively, several core principles should guide classroom practice. For more information on these principles and ways to implement Adaptive Teaching, we have a brand new course available. It has been written and delivered by Anna Dalton, Specialist Teacher and Assistant Educational Psychologist, and can be found here.
