Adaptive Teaching: Moving Beyond Labels to Remove Barriers to Learning

What does adaptive teaching really mean, and how can teachers move beyond labels to understand the barriers affecting learning?

In this episode of Between Two Psychs, I’m joined by Andrew Young, secondary school teacher, co-director of a teaching school hub and author of Adaptive Teaching. We explore what adaptive teaching means in practice and why focusing on barriers rather than labels can change how teachers understand and support pupils.

We discuss the difference between proactive and reactive teaching, including how teachers can use assessment, hinge questions and knowledge of their pupils to identify and respond to barriers to learning.

The conversation also explores SEND, diagnostic overshadowing, inclusive questioning, processing time and why strategies that support one child can often benefit the whole class.

We then look at teacher autonomy, curriculum, engagement, belonging and the importance of relationships in helping pupils flourish.

In This Episode, We Explore

• What adaptive teaching really means
• Moving beyond labels and focusing on barriers
• Proactive and reactive teachin
• Hinge questions and checking understanding
• Adaptive teaching and SEND
• Teacher autonomy and professional decision-making
• Curriculum, engagement and belonging
• Why relationships matter for learning

📖 Get the book here: Adaptive Teaching: Culture to the classroom

🎧 Listen now for a practical conversation about adaptive teaching, SEND, barriers to learning and creating classrooms where more children can flourish.

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Connect with Me (Dr Adam McCartney)

Instagram: @‌dradammcartney
Website: dradammccartney.com
YouTube: @‌Dr.AdamMcCartney

Connect with Andrew Young
Linkedin: https://www.linkedin.com/in/andrew-young-a1a437111/