What I want to explore in this blog is the issue around adaptive teaching. From the outset, I want to explain that it is my belief that strong and effective adaptations work best when the focus on pedagogy, curriculum, and the physical and emotional environments we create are exceptional.
To explain what I mean in greater depth, I have (with the help of colleagues from Jubilee Primary and Cloudside Junior) created the ‘The Funnel for Learning’ concept. This is outlined in this blog and explores how we can use adaptive teaching more effectively.
The ‘Funnel for Learning’ Concept
Teaching and learning have not changed but have evolved. The scope of needs, along with the growing understanding of effective education, is ever evolving. As a result, there is a perception of ‘constantly needing to do more.’
To simplify what is required of the modern-day teaching team, the following concept has been devised whereby the starting points are ‘funnelled’ to achieve a targeted outcome because of well-chosen adaptations.
The theory is based on the ‘Funnel for Learning’ ideology, which I am keen to explore here. This is a theory that I have been using to consider provision for vulnerable pupils, to ensure that we are focused on responsive teaching rather than just thinking about adaptive teaching. Basically, it helps schools consider what they have control over and what they do not. In other words, within this theory, there are two fundamental constants. First, the physical and emotional environment within the classroom, and second, the quality of the curriculum and pedagogical focus provided. Although these may not be fully consistent in every class, most schools have already given much consideration to these two issues. The theory suggests that for the vast majority of pupils the implementation of these two constants results in pupils’ outcomes being funnelled appropriately (that is where the funnel metaphor came from) to allow for maximum impact, be it through improved academic prowess or personal development.
The third funnel is the variable. This is the funnel that recognises not all pupils fit neatly into compartments that allow them to access the other two areas or funnels. These pupils may well not access the opportunities provided for a variety of reasons, and are who I have focused on during my many learning walks. I wanted to see if the provision for them was affording them the stimulation that would heighten their interest and motivate them.
It was important, therefore, that during my many learning walks, I took account of the first two funnels, so added attention was given to the physical and emotional environments and on the quality of pedagogy and curriculum delivery. The three funnels are described in more detail on the next diagram.
In a nutshell, what I am outlining is ensuring that Funnels 1 and 3 are our constants, and that allows us greater flexibility with Funnel 2, which is inevitably the variable in this theory.
Funnel 1: Helps to reduce cognitive load by ensuring that extrinsic factors are considered. Therefore, muted backgrounds and clarity about display are very important. For example, that learning walls are current and relevant. In addition, that children can self-regulate because there is a model for them to follow. Seating plans consider children who support each other and those who spark off each other (positively and negatively) – there is a need to consider left-handed children here too.
Teachers’ routines and emotional well-being are also important considerations. The emotional environment in any classroom must be consistent, with noise levels and minor disruptions managed well.
Funnel 3: This is where the pedagogical approach in each classroom must adhere to the agreed principles of the school. For example, linking prior learning to new learning, using questioning that focuses on helping children to remember more. As important as anything is teachers being unambiguous about the endpoints and supporting pupils towards these ends.
Another critical area is the focus on the basic skills of reading, writing, oracy and numeracy. In this respect, it may well be worth thinking about linking appropriate units of learning in science, history and geography with a shared text that gives additional attention to reading fluency, especially in Key Stage 2.
What happens well in many schools is the additional attention given to oracy, especially regarding the use of full sentences when answering questions and working at eradicating incorrect Standard English phrases such as, ‘I go toilet’.
There must be an agreed curriculum approach in the core and non-core subjects. Each member of staff must deliver the agreed curriculum and not ‘cut corners’. This relies heavily on teachers' knowledge being strong. Perhaps, above all else, it calls on staff to be absolutely clear about what they want the children to achieve in each lesson.
What I am saying is that if we get Funnels 1 and 3 working effectively, then we can cope far better with the variables that Funnel 2 throws at us.
Funnel 2: This relies on the school’s SENDCo and Safeguarding Team to be well-informed and able to pass the necessary information to the members of staff who need it. What is important is that pupils who do not thrive through the channels of Funnels 1 and 3 have activities adapted appropriately for them.
This should mean that they are accessing the same content but in an adapted format. However, they need to feel as though they belong to the class, and there must be ways of ensuring that they feed back to others about the outcomes of the task that was set.
I have laid out below some well-known and used strategies that support our most vulnerable children. In conclusion, the notion I am promoting in this blog is that if we ‘get the physical and emotional environment, pedagogy and curriculum’ right, then it affords us more time to think about the needs of children who do not naturally fit the funnel.
Below, I have considered some strategies used to adapt lessons or to provide additional needed support within lessons.
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If you want to develop these ideas or consider what I have set out in this blog further, email us at consultancy@focus-education.co.uk
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