Adaptive teaching for GCSE and A level classical literature

Abstract

The new ITT Common Core Framework (CCF) for teachers expects trainee and early-career teachers to adapt their teaching to support all students in class (Department for Education, 2021). What used to be called ‘differentiation’ is now referred to as ‘adaptive teaching’ and full details of what it consists of, as far as the Department for Education in England is concerned, can be found on pages 19–20 of the CCF document. Much of the advice of that document is about supporting students with special educational needs and disabilities, about teachers’ need to recognise that different students have different levels of prior attainment and may have barriers to learning, and how different types of student grouping may affect learning in different ways. It dismisses as a ‘common misconception’ that students have different learning styles and warns against teachers creating ‘distinct tasks for different groups of pupils’ or ‘setting lower expectations for particular pupils’.

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

“…The new paradigm curriculum is designed based on the principle of differentiated learning so that each learner learns according to their needs and stage of development (Patilima, 2021). To support the new paradigm curriculum, teachers need to recognize that different learners have different levels of the previous achievement and perhaps with these learner differences, they have barriers to learning (Coe, 2022). Each student has uniqueness and characteristics that are different from other students, so education, should be able to accommodate all these differences, education must be open to all and provide the needs needed by each individual (Faiz, 2021).…”