Making Pedagogical Adaptability Less Obvious

doi:10.1080/00405841.2016.1184535

Home
/
Papers
/
Making Pedagogical Adaptability Less Obvious

Journal Article•DOI•

Making Pedagogical Adaptability Less Obvious

09 May 2016-Theory Into Practice (Routledge)-Vol. 55, Iss: 3, pp 207-216

TL;DR: The authors used post-structural philosophical ideas and some concepts at the intersections of social class and race to reinterpret Dylan Wiliam's conception of formative assessment to make pedagogical adaptability a bit less obvious.

read less

Abstract: In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways in which adaptability is socially-classed in classrooms.

...read moreread less

Citations

PDF

Open Access

More filters

Journal Article•DOI•

The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness.

[...]

Stewart W. Ehly

01 Jan 1992-Psyccritiques

536 citations

Journal Article•DOI•

Teachers' Instructional Adaptations: A Research Synthesis.

[...]

Seth A. Parsons, Margaret Vaughn, Roya Q. Scales, Melissa A. Gallagher, Allison Ward Parsons, Stephanie G. Davis, Melissa Pierczynski, Melony Holyfield Allen - Show less +4 more

16 Nov 2017-Review of Educational Research

TL;DR: This paper conducted a comprehensive literature review of the empirical research studying adaptability across academic disciplines, and described how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.

...read moreread less

Abstract: Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.

...read moreread less

165 citations

Cites background from "Making Pedagogical Adaptability Les..."

...Not surprisingly, then, teacher adaptability is widely accepted as a cornerstone of effective instruction (Borko & Livingston, 1989; Corno, 2008; Dewey, 1910; Duffy, 2005; Fairbanks et al., 2010; Gambrell, Malloy, & Mazzoni, 2011; Pearson, 2007; Pearson & Hoffman, 2011; Vagle, 2016) and is considered the gold standard for which teachers should strive (Bransford, Brown, & Cocking, 2000; Darling-Hammond & Bransford, 2005)....
[...]
...…1989; Corno, 2008; Dewey, 1910; Duffy, 2005; Fairbanks et al., 2010; Gambrell, Malloy, & Mazzoni, 2011; Pearson, 2007; Pearson & Hoffman, 2011; Vagle, 2016) and is considered the gold standard for which teachers should strive (Bransford, Brown, & Cocking, 2000; Darling-Hammond & Bransford,…...
[...]

Journal Article•DOI•

The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

[...]

Elizabeth J. Durden-Myers¹, Elizabeth J. Durden-Myers², E. S. Meloche, Karamjeet K. Dhillon•Institutions (2)

Bath Spa University¹, University of Gloucestershire²

17 Mar 2020-The Journal of Physical Education, Recreation & Dance

TL;DR: In this paper, the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage) is discussed. But the focus is not on the physical literacy itself.

...read moreread less

Abstract: This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the explor...

...read moreread less

18 citations

Cites background from "Making Pedagogical Adaptability Les..."

...Using photo-storying to make and unmake productions is an example of post-intentional phenomenological research (Dhillon 2017; Vagle, 2016)....
[...]

Journal Article•DOI•

Aligning the Science of Reading With Adaptive Teaching

[...]

Margaret Vaughn¹, Seth A. Parsons², Dixie D. Massey³•Institutions (3)

University of Idaho¹, George Mason University², University of Washington³

31 Aug 2020-Reading Research Quarterly

17 citations

Journal Article•DOI•

Adaptive Teaching during Reading Instruction: A Multi-Case Study.

[...]

Margaret Vaughn¹•Institutions (1)

University of Idaho¹

20 Feb 2019-Reading Psychology

TL;DR: Adaptive teaching is considered a cornerstone of effective literacy teaching and has been explored extensively in the literature as mentioned in this paper and has found that given recent educational reform e ciently adaptive teaching is beneficial.

...read moreread less

Abstract: Adaptive teaching is considered a cornerstone of effective literacy teaching. Research has explored this dynamic aspect of classroom instruction and has found that given recent educational reform e...

...read moreread less

15 citations

Cites background from "Making Pedagogical Adaptability Les..."

...However, as knowledge of adaptability has grown in recent years (Borko & Livingston, 1989; Duffy, 2002; Pearson, 2007; Vagle, 2016), research suggests that adaptive teaching is continually hard to find during reading instruction....
[...]
...years (Borko & Livingston, 1989; Duffy, 2002; Pearson, 2007; Vagle, 2016), research suggests that adaptive teaching is continually hard to find during reading instruction....
[...]

References

PDF

Open Access

More filters

Book•

Being and Time

[...]

Ronald W. Hepburn, Martin Heidegger, John Macquarrie, Edward Robinson

01 Jan 1927

TL;DR: In this paper, the authors present an interpretation of Dasein in terms of temporality, and the Explication of Time as the Transcendental Horizon for the Question of Being.

...read moreread less

Abstract: Translators' Preface. Author's Preface to the Seventh German Edition. Introduction. Exposition of the Question of the Meaning of Being. 1. The Necessity, Structure, and Priority of the Question of Being. 2. The Twofold Task of Working out the Question of Being. Method and Design of our Investigation. Part I:. The Interpretation of Dasein in Terms of Temporality, and the Explication of Time as the Transcendental Horizon for the Question of Being. 3. Preparatory Fundamental Analysis of Dasein. Exposition of the Task of a Preparatory Analysis of Dasein. Being-in-the-World in General as the Basic State of Dasein. The Worldhood of the World. Being-in-the-World as Being-with and Being-One's-Self. The 'they'. Being-in as Such. Care as the Being of Dasein. 4. Dasein and Temporality. Dasein's Possibility of Being-a-Whole, and Being-Towards-Death. Dasein's Attestation of an Authentic Potentiality-for-Being, and Resoluteness. Dasein's Authentic Potentiality-for-Being-a-Whole, and Temporality as the Ontological Meaning of Care. Temporality and Everydayness. Temporality and Historicality. Temporality and Within-Time-Ness as the Source of the Ordinary Conception of Time. Author's Notes. Glossary of German Terms. Index.

...read moreread less

16,708 citations

Journal Article•DOI•

A thousand plateaus : capitalism and schizophrenia

[...]

Gilles Deleuze, Félix Guattari, Brian Massumi

21 Jan 1989-Journal of Interdisciplinary History

TL;DR: In this paper, a translation of the poem "The Pleasures of Philosophy" is presented, with a discussion of concrete rules and abstract machines in the context of art and philosophy.

...read moreread less

Abstract: Translator's Foreword: Pleasures of Philosophy Notes on the Translation and Acknowledgements Author's Note 1. Introduction: Rhizome 2. 1914: One or Several Wolves? 3. 10,000 BC: The Geology of Morals (Who Does the Earth Think It Is?) 4. November 20th, 1923: Postulates of Linguistics 5. 587BC-AD70: On Several Regimes of Signs 6. November 28th, 1947: How Do You Make Yourself a Body Without Organs? 7. Year Zero: Faciality 8. 1874: Three Novellas, or "What Happened?" 9. 1933: Micropolitics and Segmentarity 10. 1730: Becoming Intense, Becoming-Animal, Becoming Imperceptible... 11. 1837: Of the Refrain 12. 1227: Treatise on Nomadology - The War Machine 13. 7000BC: Apparatus of Capture 14. 1440: The Smooth and the Striated 15. Conclusion: Concrete Rules and Abstract Machines Notes Bibliography List of Illustrations Index

...read moreread less

14,735 citations

"Making Pedagogical Adaptability Les..." refers background in this paper

...Here, I again draw on Deleuze and Guattari (1987)—this time with some of their theorizing of wolf-multiplicity....
[...]
...Deleuze and Guattari (1987) also stressed that: “Doubtless, there is no more equality or any less hierarchy in packs than in masses, but they are of a different kind....
[...]
...People are all becoming raced and classed and gendered and so on—and their becoming raced, classed, gendered, etc. are all entangled (Deleuze & Guattari, 1987) with one another....
[...]
...In phenomenological philosophy—beginning with Husserl (1936/1970) and extending through Heidegger (1927/1998), Merleau-Ponty (1947/1964), and Sartre (2002; to name a few)—intentionality has been used to describe the way in which humans are connected meaningfully with the world. These phenomenological philosophers have argued that intentionality, phenomenologically speaking, is not about the intentions (as in purposes or objectives) of individuals, but the ways meanings come to be in relations. In this way, intentionality means those in-between spaces where individuals find themselves—intentionally—in relations with others in the world. However, these in-between spaces are not objects that can be poked and prodded, nor can they be observed in the traditional sense. They must be philosophized—conceptualized, discussed, opened-up, and contemplated. So, key to an understanding of intentionally as a phenomenological concept is the idea of connection—and that the meaningfulness of living resides in the connectivity among humans, things, ideas, concepts, conflicts, etc., not in humans or in things or in ideas alone. Connection, although conceived differently, is important in post-intentionality as well. In Vagle (2015), I stressed that the conceptual move to post-intentionality is not meant to suggest a departure from, or an opposition to, intentionality....
[...]
...Rather, its aim is to work along the edge of the phenomenological concept of intentionality by plugging in Deleuze and Guattari’s (1987) concepts, such as line of flight, to see what might be produced, theoretically....
[...]

Book•

The Differentiated Classroom: Responding to the Needs of All Learners

[...]

Carol Ann Tomlinson

01 Jan 1999

TL;DR: In this article, the authors introduce a framework for thinking about and planning differentiated instruction and emphasize the critical role of a teacher's "mindset" in establishing a positive learning environment in which students trust the teacher's skill and will in providing support for learning success.

...read moreread less

Abstract: Webinar 1: An Introduction to Differentiated Instruction This webinar will introduce a framework for thinking about and planning differentiated instruction. In addition, the session will emphasize the critical role of a teacher’s “mindset” in establishing a positive learning environment in which students trust the teacher’s skill and will in providing support for learning success and in which students learn to work together as a community of learners or team in which all members understand how to contribute to their own learning success and the learning success of their classmates.

...read moreread less

1,484 citations

Book•

Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives

[...]

Alecia Youngblood Jackson¹, Lisa A. Mazzei¹•Institutions (1)

Institute of Education¹

02 Dec 2011

TL;DR: In this paper, the authors propose to plugging one text into another to understand why Derrida, Spivak, Foucault, and Barad used this technique.

...read moreread less

Abstract: Introduction 1. Plugging One Text into Another Interlude I: Why Derrida? 2. Derrida: Thinking with Deconstruction Interlude II: Why Spivak? 3. Spivak: Thinking with Marginality Interlude III: Why Foucault? 4. Foucault: Thinking with Power/Knowledge Interlude IV: Why Butler? 5. Butler: Thinking with Performativity Interlude V: Why Deleuze? 6. Deleuze: Thinking with Desire Interlude VI: Why Barad? 7. Barad: Thinking with Intra-Action 8. Diffractions

...read moreread less

807 citations

"Making Pedagogical Adaptability Les..." refers background or methods in this paper

...Then, I put these concepts to work on pedagogical adaptability using a process called plugging in (Deleuze & Guatarri, 1987; Jackson & Mazzei, 2012), in which multiple concepts and ideas are plugged into one another to see what might be produced, what Deleuze and Guatarri called an assemblage....
[...]
...Jackson and Mazzei (2012) explained this Deleuzoguattarian concept as follows: An assemblage isn’t a thing—it is the process of making and unmaking the thing....
[...]
...Jackson and Mazzei (2012) explained this Deleuzoguattarian concept as follows:...
[...]

Book•

The Primacy of Perception: And Other Essays on Phenomenological Psychology, the Philosophy of Art, History and Politics

[...]

Charles Taylor, Maurice Merleau-Ponty, James M. Edie, Richard C. McCleary

01 Jan 1964

TL;DR: The Primacy of Perception brings together a number of important studies by Maurice Merleau-Ponty that appeared in various publications from 1947 to 1961 as discussed by the authors, which is in essence a presentation of the underlying thesis of his Phenomenology of Perception.

...read moreread less

Abstract: The Primacy of Perception brings together a number of important studies by Maurice Merleau-Ponty that appeared in various publications from 1947 to 1961. The title essay, which is in essence a presentation of the underlying thesis of his Phenomenology of Perception, is followed by two courses given by Merleau-Ponty at the Sorbonne on phenomenological psychology. "Eye and Mind" and the concluding chapters present applications of Merleau-Ponty's ideas to the realms of art, philosophy of history, and politics. Taken together, the studies in this volume provide a systematic introduction to the major themes of Merleau-Ponty's philosophy.

...read moreread less

544 citations