T-ITaP Adaptive Teaching
Immerse trainees in ‘near world’ classroom simulations
Offering space for reflection, tailored feedback from expert teachers, links to current research and engaging practical teaching activities, T-ITaP modules prepare trainees for the realities of teaching in a supportive and collaborative way
Available November 2023
4 to 6 days of Intensive training and practice focusing on adaptive teaching
The new T-ITaP, Adaptive Teaching has been carefully designed and tested to offer trainees opportunities to engage with authentic, phase-specific classroom scenarios, receive tailored feedback from expert teachers and practice what they have learnt through role-plays, teaching demonstrations and more.
Access everything via ‘My Dashboard’
Trainees register via a secure platform to access all sessions, view feedback reports and download their certificate of completion.
ITT providers can view key data insights for whole cohorts as well as individual trainees. All resources (introductory powerpoints, discussion questions, readings, role plays, teaching demonstrations) are available via ‘My dashboard’
All content carefully linked to the Core Curriculum Framework
Session One: Understanding difference
The vital importance of understanding that no two pupils are alike, and that teachers need to adapt their teaching to the pupils in front of them. There is no “one size fits all”, and neither do pupils necessarily fit neatly into neat categories. Meeting the needs of all pupils needs to be managed without creating an unmanageable workload.
Session Two: Targeted support
Knowing students as individuals & ensuring all receive a high quality education is what great teachers do. They understand what universal and targeted support is and means. Strategies to support students are discussed including peer support.
Session Three: Flexible grouping and other approaches
Flexible grouping can be found in two forms: Homogenous (same skill level), heterogeneous (varied skill level). The purpose is to group students for the length of that learning goal or skill. Grouping can be based on a collective weakness, which can then be addressed with targeted teaching.
Session Four: Supporting students with additional needs
Statutory requirements for SEND (incl. English as an Additional Language), and the need for whole school policies and systems, but the responsibility of every teacher to adapt their teaching practice to meet the needs of these pupils. Understanding the difference between equality and equity, and what that means for teaching pupils with SEND and EAL. The importance of having high expectations for all, of not limiting the ambition of pupils with additional needs and finally, the benefits for all of inclusivity for children with SEND and EAL.
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What teaching competencies are developed?
Example primary scenario
One of your Year 2 pupils, Amir, often does not complete his work in class. You have concerns about Amir’s academic progress.
Possible response: Provide Amir with some words of encouragement but do not change the level of work provided
Experienced teacher feedback
“Encouraging words can make all the difference, they can offer a different perspective and make you feel better. However, encouraging words alone will not address Amir’s academic progress. You will need to delve deeper into his learning behaviours to fully understand how you can begin to support him to learn effectively in the classroom environment. You need to address the reasons Amir is not completing his work so you can support him effectively. Is it social, emotional or cognitive?
Example secondary scenario
You are teaching a lesson with a Year 8 class in a subject you are very familiar with. One student, Matthew, is continuously questioning many of the points that you make. Matthew is very able and you believe he is questioning you because he genuinely wants to learn. The rest of the class are becoming disengaged.
Possible response: Allow two more minutes to discuss Matthew’s ideas, and move the lesson on email account.
Experienced teacher feedback
“You could allow a maximum of two minutes for Matthew, but be aware that you risk losing the attention of the other students, which will be difficult to recapture.
While one or two students may benefit from a more in-depth discussion, the majority of the class will be confused or demotivated if you allow the diversion to go on for too long.”