Documenting Adaptive Instruction: The Adaptive Teaching Observation Protocol

• In Event: Classroom Observation Protocols in Multiple Learning Settings

Abstract

Research suggests that responsive teaching through instructional adaptations positively affect student achievement (Corno, 2008; Duffy, 2005; Gitomer & Bell, 2016; Johnston, Dozier, & Smit, 2016). Various descriptive studies have described the nature of instructional adaptations. Our team created and validated an instrument to systematically record instructional adaptations that occur in observed reading lessons. This research is positioned within the literature on adaptive teaching and grounded in the theoretical underpinnings of social constructivism and teacher metacognition. In this presentation, we share a description of the methodology used for validating this observation instrument, as well as findings from our pilot study. We conclude with an explanation of the significance of the observation protocol within the field

Authors

• Julie Winneur Ankrum, Indiana University of Pennsylvania

• Aimee Morewood, West Virginia University

• Allison Ward Parsons, George Mason University

• Seth A. Parsons, George Mason University

• Margaret Vaughn, University of Idaho

• Paul M Hawkins, Indiana University of Pennsylvania