True: Seeking to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching., Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success., Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low-attaining pupils., Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families, and pupils to understand barriers and identify effective strategies is essential., Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils., Understanding pupils’ prior knowledge and potential barriers to learning is crucial for effective teaching., False: All pupils learn at the same rate and require the same level of support from teachers to succeed., Tailoring lessons to pupils' distinct and identifiable learning styles is strongly supported by evidence and beneficial for their learning., Adapting teaching by setting lower expectations for certain pupils is a good strategy to increase pupil success., Grouping pupils by ability and maintaining these groups without monitoring their engagement is an effective teaching strategy., Creating distinct tasks for different groups of pupils always leads to better learning outcomes.,

CPD Adaptive teaching

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