This book introduces the construct of teacher adaptive practices, extending existing research on teacher adaptability into classroom practices. It identifies specific teaching practices that constitute the just-in-time adaptation during lessons that provides opportunities for students’ critical and creative thinking. 278 classroom observations of teachers resulted in a summary of teaching behaviours that constitute teacher adaptive practices. Based on these findings, the book develops a practical teacher improvement program.

What does it actually mean to teach an inclusive mixed-ability class? From the author of the classic teacher text Commonsense Methods for Children with Special Needs this new book from Peter Westwood fully acknowledges what is feasible and useful to teachers in today’s inclusive classroom. This insightful teaching resource promotes a fully inclusive approach to teaching the common curriculum to all, while acknowledging differences among learners in relation to intelligence, gender, socioeconomic background, cultural background, language skills and disabilities. Drawing on the underlying principles of inclusive education, and on curriculum and learning theories, Westwood discusses in detail the challenge of diversity in the classroom. The author presents in practical terms an adaptive approach to teaching that can respond, when necessary, to differences among students. Accessible chapters in this book present: sound pedagogical practice linked with adapting curriculum content; helpful teaching methods; a range of resource materials; useful assessment procedures; support for learning. The writer draws appropriately on international research and current learning theories to support this approach, whilst each chapter contains an up-to-date list of online and print resources easily available to teachers who wish to pursue topics in greater depth. This book will be of interest to both practising and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.

This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.

Tomorrow's best physicians will be those who continually learn, adjust, and innovate as new information and best practices evolve, reflecting adaptive expertise in response to practice challenges. As the first volume in the American Medical Association's MedEd Innovation Series, The Master Adaptive Learner is an instructor-focused guide covering models for how to train and teach future clinicians who need to develop these adaptive skills and utilize them throughout their careers. - Explains and clarifies the concept of a Master Adaptive Learner: a metacognitive approach to learning based on self-regulation that fosters the success and use of adaptive expertise in practice. - Contains both theoretical and practical material for instructors and administrators, including guidance on how to implement a Master Adaptive Learner approach in today's institutions. - Gives instructors the tools needed to empower students to become efficient and successful adaptive learners. - Helps medical faculty and instructors address gaps in physician training and prepare new doctors to practice effectively in 21st century healthcare systems. - One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the ACE (Accelerating Change in Medical Education) Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects.

The purpose of this study was to understand how an instructional intervention with preservice teachers promoted adaptive teaching practices during a student teaching practicum. The study focused on teaching interactions during literacy instruction. The theoretical framework for this study included the following theoretical perspectives: Cultural-Historical Theory (Vygotsky, 1978), Reflective Practice (Dewey, 1933, 1939; Schon, 1983, 1987; Zeichner and Liston, 1996), and Adaptive Expertise and Adaptive Practice (Hatano & Inagaki, 1986; Hatano & Oura, 2003; Parsons, 2012). The participants were preservice teachers in their final semester of an undergraduate teacher preparation program. This qualitative study was designed as a formative experiment for the purpose of developing adaptive practice through the interactions of an instructional intervention designed to accomplish pedagogical goals (Reinking & Bradley, 2008). The six participants of the study were completing a fourteen-week student teaching practicum during the instructional intervention. The instructional intervention had multiple components including self- and peer-analysis of videotaped teaching episodes of each participant, participation in cohort sessions that included discussions and debriefing, observations by the researcher, debriefings with the researcher, written reflections, and participation in an exit interview and Google survey at the conclusion of the study. The findings from this study showed increased knowledge of reflective and adaptive practice as reported by the participants. They identified times when they made adaptations to their teaching, either before, during or after a teaching episode. The descriptions of teaching adaptations ranged in quality from minimally thoughtful to considerably thoughtful. Participants reported an increased use of reflective practice and attributed deeper thinking about their teaching to the written reflections, debriefings with the researcher and cohort session discussions. The participants demonstrated different levels of adaptive practice; however, all participants reported an increase in their ability to be reflective and adaptive in their thinking and their ability to analyze their teaching.

The Adaptive Teacher is full of ready-to-use tips to help teachers and catechists create a culture of inclusion for students, including those with disabilities.

Adolescence in India: An Interdisciplinary Perspective highlights the need and importance of studying adolescence in the domain of education. Using an interdisciplinary approach, it discusses adolescence from the perspective of sociology, psychology, education and health studies. Against the backdrop of economic development and globalization, the book looks at adolescence in the changing social milieu. It offers an understanding of adolescence by exploring the socio-cultural influences on adolescents and their interactions in various spaces like the school, among peers, family and the media. The book reflects on classroom group processes and instructional practices for better psychosocial growth of adolescents as well as discusses the need for a greater emphasis on making resources available for adolescents to realise and strengthen their skills and agency. The book outlines various life-skills policies and programmes in India and uses vignettes, anecdotes, emerging classroom discussions, case studies, activities, and self-assessment tools and questionnaires to facilitate a deeper understanding of the concept. The book will be of interest to students, teachers, and educators in teaching programmes including educational psychology, adolescent psychology, and human development. It will also be useful for policymakers, NGOs, and public and private sector bodies who work in the field of adolescent psychology.