Adaptive Teaching

What is Adaptive Teaching and how do you use it in the Primary Classroom?

Adaptive teaching has become an increasingly important part of primary education. It is mentioned in teacher training, professional development and guidance about how schools can meet the needs of all pupils.

However, it is not always clear what adaptive teaching looks like in a busy classroom. Does it replace differentiation? Does it mean planning a different activity for every child? How can teachers adapt lessons without creating an unmanageable workload?

This guide explains what adaptive teaching is, how it differs from differentiation and which adaptive teaching strategies can be used in primary classrooms.

What is adaptive teaching?

Adaptive teaching is the process of adjusting teaching so that all pupils can access the same learning while receiving the support or challenge they need.

Rather than routinely planning completely different activities for different groups, teachers adapt elements of the lesson such as:

• explanations
• questions
• modelling
• scaffolding
• resources
• grouping
• lesson pace
• the level of adult support

This allows pupils to work towards a shared learning objective, even when they need different levels or types of support to reach it.

Adaptive teaching does not mean lowering expectations for pupils who find an area of learning difficult. Its purpose is to identify and remove barriers so that every child has a meaningful opportunity to succeed.

Adaptive teaching definition

A useful adaptive teaching definition is:

Adaptive teaching is the practice of assessing pupils’ needs and understanding, then adjusting teaching so that every learner can access the curriculum and make progress.

The word adaptive is important. Although teachers can anticipate many pupils’ needs during lesson planning, effective adaptation also happens while teaching.

A teacher might notice that pupils have misunderstood an instruction, need another example or are ready for greater challenge. They can then respond by changing their explanation, introducing a scaffold, adjusting a question or altering the pace of the lesson.

Why is adaptive teaching important?

Every primary classroom contains children with different:

• levels of prior knowledge
• strengths and areas of difficulty
• levels of confidence
• language and vocabulary knowledge
• special educational needs or disabilities
• working-memory capacities
• paces of learning

Delivering exactly the same instruction in exactly the same way does not necessarily provide every child with an equal opportunity to learn.

Adaptive teaching helps teachers respond to pupils’ needs while continuing to provide an ambitious and coherent curriculum. When used effectively, it can help pupils to:

• engage more confidently with lessons
• understand new concepts
• overcome barriers to learning
• recognise and correct misconceptions
• develop independence
• make progress from their individual starting points

Adaptive teaching vs differentiation

The difference between adaptive teaching and differentiation is one of the most common areas of confusion.

The terms are related, and there is some overlap between them. However, traditional differentiation has often involved giving different groups of pupils separate tasks or worksheets. Adaptive teaching places greater emphasis on adjusting instruction, support and challenge so that pupils can participate in the same core learning.

This does not mean that teachers should never use different resources or activities. There may be occasions when an alternative task is appropriate, particularly when meeting an individual pupil’s specific needs.

However, adaptive teaching encourages teachers to begin with a shared, ambitious learning intention and consider how each pupil can be supported to access it.

Adaptive teaching strategies for the primary classroom

Adaptive teaching does not have to involve elaborate planning. Many effective adaptive teaching methods are already part of good classroom practice.

1. Use temporary scaffolding

A scaffold is a form of temporary support that helps a pupil complete a task or understand a concept that they could not yet manage independently.

Examples of scaffolding include:

• sentence starters
• writing frames
• word banks
• visual prompts
• worked examples
• partially completed diagrams
• step-by-step instructions
• physical resources and manipulatives

Effective scaffolding should provide enough support for a pupil to participate successfully without removing the need to think.

It should also be reduced or removed when it is no longer needed. A scaffold that remains in place indefinitely can restrict independence rather than support it.

PlanBee lesson example: In the final lesson of our Great Fire of London KS1 History scheme, pupils move through a carefully sequenced series of activities. They begin with structured thought prompts and a word bank to organise their ideas, then write a diary entry with reduced support before extending their thinking to consider the long-term effects of the fire on their character's life. By gradually removing scaffolds while increasing the depth of thinking required, the lesson helps pupils become more independent without changing the overall learning objective.

2. Model processes and thinking

Modelling allows pupils to see what successful performance looks like. It is particularly valuable when teachers make their thought processes explicit rather than simply demonstrating the finished method.

For example, a teacher might:

• talk through how they solve a maths problem
• demonstrate how they select evidence from a text
• construct a sentence while explaining their vocabulary choices
• show how they organise an investigation
• deliberately make and correct a mistake

Thinking aloud helps pupils understand the decisions involved in completing a task. Teachers can then provide guided practice before pupils work with greater independence.

PlanBee lesson example: This Year 6 long division lesson follows an 'I do, We do, You do' approach to modelling. The teacher first demonstrates the method step by step, making their thinking explicit before guiding pupils through a second calculation together. Children then apply the process independently, with a Help Card available if they need to revisit the model. This gradual release of responsibility helps pupils understand not just how to complete the calculation, but why each step is necessary.

3. Adapt questioning

Carefully chosen questions can help teachers assess understanding, uncover misconceptions and provide appropriate challenge.

During the same class discussion, a teacher might use:

• recall questions to build confidence and activate prior knowledge
• probing questions to find out how a pupil reached an answer
• prompting questions to help a pupil take the next step
• open-ended questions that allow a range of responses
• follow-up questions that deepen thinking
• questions asking pupils to compare, justify or evaluate

Adaptive questioning does not mean reserving easy questions for some pupils and difficult questions for others. Teachers can support pupils to respond to ambitious questions by allowing thinking time, providing prompts or inviting them to build on another pupil’s answer.

PlanBee example: This free Reading Question Matrix helps teachers adapt their questioning to pupils' understanding during shared reading. Rather than asking every child the same type of question, it provides a progression from simple recall and comprehension questions to prompts that encourage discussion, prediction, inference and justification. Teachers can move between different question types as pupils demonstrate confidence, ensuring everyone is appropriately challenged while discussing the same text.

4. Use flexible grouping

Flexible grouping means organising pupils according to the learning taking place rather than relying on fixed ability groups.

During one lesson, pupils might work:

• independently
• with a partner
• in a mixed-attainment group
• in a temporary group receiving additional teacher input
• with pupils who have used a different method or reached a different conclusion

A pupil who needs support in one area may be confident in another. Flexible grouping recognises that pupils’ needs vary between subjects, topics and individual lessons.

Groups should have a clear purpose and should change when that purpose has been achieved.

PlanBee lesson example: The final lesson in our Year 1/2 'Communication Then and Now' History lesson demonstrates flexible grouping by moving between different learning structures throughout the lesson. Children begin with a whole-class activity, discussing and justifying their ideas about which of the inventions they've studied throughout the scheme is most important as they move around the classroom. During the main task, some pupils then work with an adult to order and discuss the picture cards, others collaborate in pairs, while those ready to work more independently record and justify both their most and least important choices. By adapting how pupils work together rather than giving everyone different learning objectives, the lesson provides appropriate support while keeping the whole class focused on the same historical concept.

5. Pre-teach important vocabulary and knowledge

Sometimes a pupil’s difficulty with a task is caused by unfamiliar language or missing background knowledge rather than the concept being taught.

Pre-teaching may involve:

• introducing key vocabulary before the main lesson
• using images, objects or actions to clarify meaning
• revisiting knowledge required for the new learning
• providing opportunities to hear and use new vocabulary
• sharing key words with teaching assistants before the lesson

This can be especially helpful for pupils with SEND, pupils learning English as an additional language and children with gaps in their prior knowledge.

Pre-teaching should prepare pupils to participate in the class lesson rather than replace their access to it.

PlanBee example: Knowledge Organisers can be used before, during or after a unit to help pupils build the background knowledge and vocabulary they need to access new learning. Teachers might introduce key terms, important people or essential concepts before a lesson, then revisit the organiser throughout the unit to reinforce understanding. This can be particularly helpful for pupils with SEND, those learning English as an additional language (EAL), or any child who would benefit from revisiting key information before tackling new content.

👉 Download a free sample or explore our full range of knowledge organisers

6. Check understanding throughout the lesson

Adaptive teaching depends on teachers knowing what pupils have understood. Waiting until completed work is marked may be too late to address a misconception effectively.

Teachers can check understanding during a lesson through:

• mini whiteboards
• hinge questions
• short retrieval activities
• partner explanations
• observation
• targeted questioning
• quick practical demonstrations
• exit questions or exit tickets

The information gathered should then influence what happens next. A teacher might repeat an explanation, provide another example, regroup pupils, introduce a resource or move the class on more quickly.

PlanBee lesson example: This 'The Owl Who Was Afraid of the Dark' reading comprehension lesson uses quick whole-class response questions to check pupils' understanding throughout the lesson. After each section of the story, children answer multiple-choice questions by holding up one, two or three fingers. This gives the teacher an instant overview of who has understood the text, making it easy to identify misconceptions, revisit key events or move learning on with confidence. Every pupil participates, providing immediate assessment information that can be used to adapt teaching as the lesson progresses.

7. Adjust the pace of teaching

Teachers may need to spend longer on a concept than originally planned or move through familiar material more quickly.

Adjusting the pace could involve:

• pausing to address an unexpected misconception
• adding another guided example
• breaking a task into smaller stages
• allowing additional rehearsal before independent work
• removing unnecessary repetition when pupils are secure

Maintaining pace does not always mean teaching quickly. It means using lesson time purposefully and responding to what pupils need.

8. Provide meaningful challenge

Adaptive teaching is not only about helping pupils who are struggling. Pupils who understand a concept quickly also need teaching that moves their learning forward.

Effective challenge might ask pupils to:

• explain why a method works
• compare two possible approaches
• apply learning in an unfamiliar context
• identify and correct an error
• create their own example or problem
• justify an opinion using evidence
• make connections with previous learning

Challenge should deepen pupils’ understanding rather than simply asking them to complete a larger quantity of similar work.

PlanBee lesson example: In this Year 4 circuits lesson, all pupils work towards the same objective of constructing a simple circuit. Once children have secured the basic concept, those ready for further challenge investigate circuits containing different combinations of components, such as multiple bulbs, cells, buzzers or motors. The open-ended Challenge Cards require pupils to plan, test, troubleshoot and explain their observations, deepening their scientific understanding rather than simply asking them to complete more of the same task.

Adaptive teaching examples

The following examples show how adaptive teaching might look across different primary subjects.

Adaptive teaching in Maths

The whole class works towards the same objective and explores the same central problem.

Some pupils use practical equipment, such as counters, cubes or place-value resources. Others use a visual representation or a partially completed example. Pupils who are already secure might compare methods, explain a pattern or solve a more complex variation of the problem.

The mathematical concept remains the same, but the support and depth of challenge are adapted.

Adaptive teaching in English

The whole class works towards the same writing or reading objective.

Some pupils might use a word bank, sentence stem or model paragraph. The teacher may work with a temporary group to rehearse sentences orally before writing. Other pupils may work more independently and be challenged to manipulate sentence structure, refine vocabulary or justify an interpretation using evidence.

Adaptive teaching in Science

All pupils take part in the same investigation or explore the same scientific concept.

Some children may receive additional support with reading instructions, selecting equipment or recording results. Others might identify variables, evaluate the reliability of the investigation or suggest improvements to the method.

Adaptive teaching in History

The whole class investigates the same historical enquiry question and uses evidence relating to the same topic.

Some pupils might receive a simplified source layout, vocabulary support or prompts directing them towards relevant evidence. Others may compare the reliability of different sources, identify contrasting interpretations or construct a more detailed argument.

Adaptive teaching in Geography

All pupils explore the same place, process or geographical question.

Some pupils might use labelled maps, photographs, sentence stems or a reduced selection of data. Others might compare locations, identify relationships between physical and human features or evaluate possible responses to a geographical issue.

What adaptive teaching does not mean

Understanding what adaptive teaching is can be easier when common misconceptions are addressed.

Adaptive teaching does not mean planning a separate lesson for every pupil

Teachers do not need to create an individual activity for each child. Adaptive teaching usually begins with one clear learning objective and a carefully considered core lesson.

Support, explanations, resources and questions can then be adjusted according to pupils’ needs.

Adaptive teaching does not mean abandoning differentiation completely

There will still be occasions when different resources or tasks are appropriate. Some pupils may require adaptations specified in an individual support plan, while others may need to work on an earlier step in a learning sequence.

The important distinction is that pupils should not routinely be restricted to less ambitious work because of a fixed label or group.

Adaptive teaching does not mean lowering expectations

Providing support is not the same as making the learning less demanding.

A pupil might use a word bank to help them express a complex scientific idea or use manipulatives to explore an ambitious mathematical concept. The scaffold removes an unnecessary barrier while the intellectual goal remains appropriately challenging.

Adaptive teaching does not require constant intervention

Sometimes the best adaptation is to give pupils more time to think, allow productive struggle or avoid stepping in too quickly.

The aim is not to prevent pupils from encountering difficulty. It is to ensure that the difficulty supports learning rather than becoming an insurmountable barrier.

How to plan for adaptive teaching

Teachers cannot predict every response pupils will make, but thoughtful planning can make it easier to adapt effectively during a lesson.

When planning, consider:

• What prior knowledge do pupils need?
• Which vocabulary could create a barrier?
• What misconceptions are likely to arise?
• Which part of the lesson may need modelling?
• Which pupils might benefit from a visual or practical resource?
• Which scaffolds could be made available if needed?
• How will understanding be checked?
• What will meaningful challenge look like?
• Which adaptations can be removed as pupils become more independent?

It can be more manageable to prepare a small number of flexible supports than to produce several completely separate versions of every task.

How PlanBee resources can support adaptive teaching

PlanBee lesson packs are designed to give teachers flexible options for supporting and challenging pupils.

Depending on the lesson, resources may include:

• differentiated activities
• optional writing frames
• word banks and vocabulary support
• visual resources
• worked examples
• practical activities
• discussion questions
• challenge tasks
• alternative ways to record learning
• assessment and plenary ideas

These resources can be selected and adjusted according to pupils’ needs. Teachers might use a scaffold with one pupil, practical equipment with another and an extension question with a pupil who is ready to explore the concept in greater depth.

The aim is not for every child to use every resource. Instead, teachers can choose the support and challenge that help pupils access the shared learning.

Frequently asked questions about adaptive teaching

What is adaptive teaching?

Adaptive teaching is the practice of adjusting explanations, resources, questions, scaffolds and support so that pupils with different needs can access the curriculum and make progress.

What is an example of adaptive teaching?

An example would be a class working towards the same maths objective while some pupils use manipulatives, some receive an additional worked example and others deepen their understanding through a reasoning challenge.

What are adaptive teaching strategies?

Adaptive teaching strategies include scaffolding, modelling, flexible grouping, responsive questioning, pre-teaching vocabulary, checking understanding, adjusting lesson pace and providing appropriate challenge.

What is the difference between adaptive teaching and differentiation?

Differentiation has often involved planning different tasks for different groups. Adaptive teaching tends to focus on maintaining shared, ambitious learning while adjusting teaching and support so that pupils can access it.

Does adaptive teaching replace differentiation?

Adaptive teaching does not mean teachers can never use different tasks or resources. It encourages teachers to avoid routinely separating pupils into fixed groups with different expectations and to consider whether adaptations to instruction could help pupils access the same core learning.

Is adaptive teaching only for pupils with SEND?

No. Adaptive teaching can benefit every pupil. A child’s need for support or additional challenge can vary according to the subject, topic and stage of learning.

Does adaptive teaching create more workload?

Adaptive teaching should not require teachers to plan several separate lessons. Preparing flexible scaffolds, anticipating misconceptions and identifying useful questions can often be more manageable than creating multiple versions of every activity.

Final thoughts

Adaptive teaching is not a single programme or set of prescribed activities. It is a responsive approach to teaching that combines high expectations with careful attention to pupils’ needs.

It begins with a clear understanding of what pupils should learn. Teachers then use assessment, observation and professional judgement to decide when pupils need another explanation, a practical resource, a scaffold, additional practice or greater challenge.

Effective adaptive teaching does not have to be complicated. A well-chosen question, a timely model, a temporary writing frame or an extra opportunity to rehearse an idea can make a significant difference to a pupil’s ability to participate and succeed.