Education Endowment Foundation:Adaptive teaching in practice: using feedback to check understanding

Adaptive teaching is about uncovering learning, not just covering content. We don’t know what we don’t know, until pupils show us. Through checking for understanding and using feedback well, teachers can adapt in the moment to maximise learning.

To uncover learning for as many learners as possible, teachers need to check and adapt in every lesson. 

In every lesson, pupils choose to or choose not to show us glimpses of their thinking. Sometimes they are confident; sometimes tentative; and sometimes they feel it’s just easier not to be seen at all.

For some pupils, especially those experiencing disadvantage, there may be additional barriers which shape how much they choose to share with us. Variation in how pupils show their thinking is not evidence of a weakness or a problem; it reflects context, opportunity, and experience.

What if teachers ask for answers in class and a pupil thinks: ​‘I’ll keep my answers in my head. It’s safer that way. That way, I can’t get it wrong’.

Even a small adaptation to practice, such as using a quick multiple-choice question, can see that same pupil offers their ideas. The mere lift of a finger engages them in the lesson in a visible way. The teacher notices. They know that pupil might be getting it. They follow up to check. Then they adapt.

Why Check. Adapt?

What we choose to seek and notice, and how we respond, can help ensure every learner feels seen, understood, and supported. They matter. This is the purpose of Check. Adapt.

When teachers do this intentionally, all pupils – keen volunteers, quiet thinkers, and those who believe they can’t do it – are given an opportunity to experience success. Recognising and celebrating that success helps pupils see their own progress and can fuel their motivation to take the next step.

Check for understanding.

1. Anchor checks to clear learning intentions

   Every check should link explicitly to what pupils need to know and do. This helps ensure that responses are meaningful. 

2. Gather evidence from all learners

   Use of varied pupil response techniques such as mini whiteboards, finger voting, and hinge questions. These help us to understand how all pupils are learning, so you can respond in ways that support everyone to succeed. Relying on volunteers means opportunities are missed. 

3. Create conditions where students feel safe to make mistakes 

   Pupils need to feel that guesses, half-formed thoughts, and early ideas are warmly welcomed. Mistakes are information, not identity.

Adapt to move learning forward.

1. Many misunderstand, so pause and fix

   If pupils don’t get it, stop to address the misconception. Re-teach a key step, model the process again, or use a clearer example so everyone can move forward. 

2. Some pupils are unsure, so adapt support

   If some pupils are unclear, adjust the support. Add or remove scaffolding, offer a prompt, or break the task into a smaller step to help them move forward. 

3. Most understand, so support and extend

   If pupils are ready for more, deepen the learning. Ask for reasoning, connect ideas, or introduce peer teaching to take learning further.

Questions for reflection

• How do I currently gather evidence from all learners most effectively?
• Who might I be hearing from less, and how can I bring them into the learning?
• When has checking my understanding helped me decide what to do next?
• What helps my classroom feel like a safe place to make mistakes?