Theory Name: Flexibly Adaptive Instruction

Authors: Daniel L. Schwartz, Xiaodong Lin, Sean Brophy, John D. Bransford

Associate Learning Theory
Cognitive Learning Theory

Model Description
The model uses special software to provide learning opportunities for a diverse community of learners, while providing an understanding about the process of learning to make sound instructional decisions.

Specification of Theory
(a) Goals and preconditions
Flexibly adaptive instruction promotes a deep understanding of various disciples while fostering skills of problem solving, collaboration and communication.

(b) Principles
- Facilitate the effective adaptation of instruction
- Customize instruction based on students prior knowledge
- Increase learners’ tolerance for ambiguity.
- Goal setting, student direct exploration and revision in learning and instruction
- Motivation though curiosity and revision.
- Student reflection on learning
- Significant learning takes place when the subject matter is relevant to the personal interests of the student

(c) Condition of learning
- Environment must be consistent, while providing flexibility in tailoring learning to students’ needs and interests.
- Supporting student pursuit of learning goals.

(d) Required media
- The Star Legacy software package

(e) Role of facilitator
- Provide a framework for the students to work within the instructional module. Serve as a coach for students in need of assistance.

(f) Instructional strategies
- Provide several examples and non-examples of how to do things.
- Instruction is anchored in meaningful if not authentic tasks.
- Methods evolve with practice depending on student skills and background knowledge.

(g) Assessment method
- Students publish findings when ready. Have opportunities to revise work until responses are consistent with expert findings.

Formative Research & Application
(a) Tested context: K-12
(b) Research method: Case Study
(c) Research description: This theory is similar to Learning by Doing
(d) Resources