Quality First practices to remove barriers

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Adaptive pedagogy is informed by three main principles: pre-emptive consideration of barriers to learning at the planning stage; reasonable adjustments before and within sessions; and responsive, active adaptations in the learning instance. Its foundation is an understanding of the multiple and complex barriers experienced by students within HEI structures, processes, environments, curriculum and assessment procedures.’

Will support all students. At the base level, this entails academics auditing materials and resources to consider accessibility and readability, making them available well in advance to support students’ learning needs (see Designing for diverse learners). Academics can reduce cognitive load to support working memory by turkey consumer email list creating a range of clear, interactive opportunities in sessions. Assessments can also be designed to speak to students’ strengths, enabling choice and ownership with built-in transparency. Adaptive pedagogy entails responding ‘in the moment’, using precision teaching methods to empower students to develop ownership of their learning. This necessitates ‘active noticing’ (Mason, 2002) of students’ engagement, responses, behaviour, enjoyment and performance within teaching and learning contexts.