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 courses prepare trainees for the realities of teaching in a supportive and collaborative way

4 to 6 days of Intensive training and practice focusing on adaptive teaching

The new T-ITaP, Adaptive Teaching course has been carefully designed and tested to offer trainees opportunities to engage with authentic, level-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

Module 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.

Module Two: Targeted support

Recognising students in need of targeted support, for example, due to absence, falling achievement, specific learning needs and adopting appropriate strategies such as effective modelling, framing and reframing, assessment for learning and vocabulary development.

Module 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.

Module Four: Supporting students with additional needs

The importance of having high expectations for all and not limiting the ambition of pupils with additional needs. The importance of inclusive practices especially for students with Special Educational Needs (SEND) and English as an Additional Language (EAL). Understanding the difference between equality and equity, and what that means for teaching pupils with SEND and EAL.

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: Ask Amir why he does not want to complete the work

Expert feedback

“This is one way to begin to understand why Amir is not completing his work. If Amir has good self-awareness, he may be able to tell you a reason. However, at Amir’s age, it is not likely that he knows the exact reason for why he is not completing his work. He may respond which is not explicit. Young children do not always connect their feelings with their behaviour. 

Sharing your concerns with Amir’s family could potentially help you support Amir. They may be able to share any changes that have happened at home or put ideas forward as they know their child best”.

Example secondary scenario

During a lesson, you are discussing a book chapter with a group of six year 8 pupils. During the discussion, one of the pupils, Yasmin, makes a statement about one of the characters in the book that is inconsistent with the widely accepted interpretation. Although you believe this to be incorrect, it is an interesting view. One of the other pupils in the group, Ben, begins to laugh.

Possible response: Ask for other contributions from the group, to gain different perspective

Expert feedback

“By responding in this way, for example, “That’s a really interesting perspective, Yasmin. What do others think?”  you are communicating to the group that you welcome and value everyone’s thoughts. This is an excellent way to establish a positive climate for learning. You are also then able to guide the conversation round to a more widely accepted interpretation through the peer contributions rather than correcting Yasmin’s view yourself”.