Sustainable Development Goals
Abstract/Objectives
12-Year Basic Education hopes to achieve the goal of cultivating every child's adaptive development. The design and implementation of adaptive instruction can meet the needs of students and promote their adaptive development of students. The current 12-Year Basic Education has problems such as diversification of students, large gaps in learning experience and abilities, etc. Adaptive instruction can provide student teachers with an understanding of relevant concepts in the learning environment, class management, curriculum design, learning activity implementation, and learning assessment design, and pay attention to the needs and individual differences of students. The learning objectives include the following: 1. Understand the theory and modes of adaptive/differentiated instruction 2. Be able to apply the design principles of adaptive/differentiated instruction to analyze learning environments and teaching implementation in different contexts 3. Be able to design adaptive/differentiated teaching activities to improve student learning outcomes
Results/Contributions

In the classroom of adaptive instruction, students must complete the lesson observation video assignment. They were required to choose a teaching video of primary and secondary subjects teaching video to observe the classroom and make observation records and reflections on the student side and the teacher side. In the lesson observation assignment, students should be able to objectively observe students' and teachers’ behaviors in the same class in the video. They can provide explanations for the above-mentioned behavior observation, and connect to learning theories. After class observation assignments, students have to design adaptive instructional activities and corresponding assessments based on the observed learning needs and conditions of students in the teaching practices in classrooms. This helps student teachers to understand that primary and secondary school students have different learning abilities and needs. As designers of curriculum and instruction, teachers should think about how to respond to students' learning needs and adjust teaching content and instructional designs to help students learn better. In the design of the adaptive instruction lesson plan at the end of the semester. The student teachers were able to propose an adaptive instructional design and respond to students’ learning needs, and provide learning scaffolds and alternative assessments.

Keywords
Adaptive instruction, differentiated instruction, cooperative learning, alternative assessment, technology assisted learning
References
Contact Information
林倍伊
peiyilin@mx.nthu.edu.tw