On Teaching Adaptively
2008; Routledge; Volume: 43; Issue: 3 Linguagem: Inglês
10.1080/00461520802178466
ISSN1532-6985
Autores Tópico(s)Neuroscience, Education and Cognitive Function
ResumoAbstract New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to respond productively. Adaptive teachers use their experience to form flexible groups for learning. Teaching adaptively is intellectual as well as technical, requiring quick response to learner variation. Adaptive teachers create a symbolic area at the center of the teaching ground, a space for easiest teaching. Adaptive teachers aim to keep the most number of students within that center to capitalize on skills across the class, challenge students to share experiences, and develop aptitude. Future work should capture the adaptive strategies of practitioners that illustrate the general principles described to create constituent elements of microadaptive teaching practice. ACKNOWLEDGMENTS This article was the author's Presidential Address for Division 15 (Educational Psychology) of the American Psychological Association, delivered in August 2007 in San Francisco, CA. Some contents of this talk were published previously in Randi and Corno (2005) Randi, J. and Corno, L. 2005. Teaching and learner variation. Pedagogy—Learning from teaching. British Journal of Educational Psychology, Monograph Series II (3), : 47–69. [Google Scholar]. The article is dedicated to N. L. Gage, whose presence in the audience was worth more than words can say. Thanks to Ellen Mandinach, Judi Randi, and Phil Winne for contributions or comments on earlier drafts.
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