Learning to Toss the Script: Adaptive Teaching and Self-Regulated Learning

• In Event: Roundtable Session 54
  In Roundtable Session: Innovative Investigations of Preservice Field Experiences in Varied Disciplines

Abstract

This paper describes how novice teachers learned to “toss the script” when they implemented an innovative visual literacy program in which teachers use works of art to guide students to express their ideas first in words, then in sketches, and ultimately in writing. Rather than follow a lesson plan script, teachers “take their cues” from students’ responses. Findings from two case studies illustrate how novice teachers adapted students for instruction by developing students’ self-regulation skills, enabling them to manage their own learning and behaviors, and feeing teachers to focus their attention on students’ responses during instruction. This study extends adaptive teaching theory by providing examples of strategies teachers use to adapt learners for instruction.

Author

• Judy Randi, University of New Haven