Research on Adaptive Teaching

 

 

Some researchers refer to adaptive teaching as “adaptive expertise” (Darling-Hammond & Bransford, 2005; Snow, Griffin, & Burns, 2005). Teachers who demonstrate adaptive expertise flexibly apply their professional knowledge about teaching to meets students’ instructional needs. Lin, Schwartz, and Hatano (2005) describe the process of “adaptive metacognition” as a “change to oneself and to one’s environment in response to a wide range of classroom social and instructional variability” (p. 245). Thoughtfully adaptive teaching is both adaptive expertise and adaptive metacognition. Teachers must be metacognitive in responding to teachable moments (Duffy et al, 2008).This research study built upon existing thoughtfully adaptive teaching studies (Duffy et al., 2006; Parsons et al., 2010).

 

Developing Adaptive Teaching Competency through coaching  Original Research Article Teaching and Teacher Education, Volume 25, Issue 8, November 2009, Pages 1051-1060

Franziska Vogt, Marion Rogalla   View Abstract

Parsons, S. A. (2010). Adaptive teaching: A case study of one third-grade teacher’s literacy instruction. In S. Szabo, T. Morrison, L. Martin, M. Boggs, & L. Raine (Eds.), Building literacy communities the 32nd Yearbook of the Association of Literacy Educators and Researchers (p. 135-147). Commerce, TX: ALER. more

 

As Boaler and Humphreys (2005) describe, an important direction of teacher research involves understanding teachers' decision making in the moment of teaching.