Accommodating individual differences
Based on the concept of visual momentum, two changes to the old interface were proposed in an attempt to accommodate the individual differences in task performance.The changes consisted of a partial map of the hierarchy and an analogue indicator of current file position.The aim is to create more homogeneous groups of students, with the assumption that this will make it easier for teachers to tailor instruction to students’ needs.Most school systems in developed countries practice some form of tracking, in particular in secondary schools. Germany, Switzerland, Belgium), students of different achievement levels even attend separate secondary schools. the US, the UK, Portugal), students go to the same school but are grouped by ability for some or all of their subjects.But we should also note that adaptive teaching involves certain risks.It places significant demands on teachers, and as a result they may be overburdened and less likely to provide high quality instruction, in particular for the low-achieving students who need more guidance.
After assessing students’ strengths and weaknesses, teachers capitalize on strengths and compensate for weaknesses, with the ultimate goal of teaching students to become self-regulated learners.
This approach is very different from what most of us experienced when we were in school.
In an adaptive classroom, the teacher doesn’t convey the same content to all students; instead, students may be working on different tasks at the same time.
So is adaptive teaching the best way to deal with students’ individual differences and provide equal learning opportunities for all? There is very little empirical evidence on the effectiveness of adaptive teaching.
From a theoretical point of view, adaptive teaching may be a promising response to an increasingly diverse student population.