Adapting Instructional Approach Based on Student Response and Individual Need

Adapting instruction supports all types of learners based on student responses and individual needs. When coaching teachers on how to adapt instruction, coaches should consider several principles. For example, one way to help teachers adapt their instruction is by helping teachers recognize ways to maximize individual student independence, participation, and skill development. Conversations about learning standards should also be included during the reflective discussions to help the teacher think about how their lessons and interactions align with key child outcomes. During the reflective conversation, the coach can use a variety of prompts to get the teacher to notice student responses. This allows the coach to address child engagement through the teacher’s reflective lens.

When teachers are adapting instruction based on student responses, often called “check for understanding,” the teacher can create a “teachable moment.” A teacher can take several steps in order to make the most of adaptations based on student responses and individual need which include: observing students during interactions, recognizing cues and student responses, and interpreting spontaneous occurring interests of diverse learners. The coach should also help the teacher connect child data and progress monitoring results to strengthen the practitioner’s ability to recognize opportunities to adapt instruction and interactions to individualize support. The feedback provided can allow the coach and teacher to draft adapted instructional action steps that are in alignment with their reflections. 

Consider using the following competencies to help teachers adapt their instructional approaches:

• Prompts the practitioner to provide evidence that children were engaged or unengaged during interactions and instruction that are the subject of reflective conversation
• Uses a variety of prompts as needed until the practitioner articulates their own explanations or judgments about the connections between their instruction/interaction(s) and child behaviors/responses or offers explanations if the practitioner is unable to make connections on their own
• The coach incorporates conversations about learning standards into reflective discussions to help the practitioner think about how their lessons and interactions align with key child outcomes
• The coach connects reflection opportunities to child data and progress monitoring results to strengthen the practitioner’s ability to recognize opportunities to adapt instruction and interactions to individualize support
• The coach supports the practitioner with articulating specific action steps (e.g., lesson adaptation) that are in alignment with their reflections on or conclusions about events and interactions

Mentoring Prompts

General:

• “What student behaviors do you look for during the lesson as signals that adaptations may be needed?”
• “How will you check for understanding during the lesson?” 
• “What strategies do you use to gather input from students? How is this information used to monitor and adjust instruction?”
• “How will you use student feedback to make adjustments to your instruction?”
• “How are activities adjusted to align with the lesson objective and yet meet students’ needs?”

Observe: 

• “What did you see in response to the lesson?”
• “What were the children saying?”
• “What are the children doing during the activity?”
• “How do you know when students are confused?”
• “What do you do when students become disengaged? How do you refocus instruction?”

Interpret: 

• “How did the lesson engage and challenge all students of all levels?”
• “How are lessons adapted and presented using a variety of strategies to reach all students?”