Adaptation Strategies

The Adaptation Challenge

Marcus Thompson taught high school English in a suburban district for eight years. His classroom activities were finely tuned to his context: 24 students, 90-minute blocks, flexible seating, reliable WiFi, and a culture of collaborative learning.

Then COVID-19 hit, and everything changed overnight.

"Suddenly I was teaching online to students I couldn't see," Marcus recalls. "Half had cameras off. Some were watching from their phones. Some shared devices with siblings. My carefully designed gallery walks? Impossible. My turn-and-talk routines? Awkward on Zoom. My hands-on activities? They didn't have the materials."

Marcus faced a choice: abandon active learning entirely and default to lectures, or learn to adapt his activities for this radically different context.

He chose adaptation.

"I realized the activities themselves weren't the point," Marcus reflects. "The underlying learning mechanisms were the point. Gallery walks work because they create movement, choice, and peer-to-peer learning. I didn't need gallery walks—I needed to recreate those three elements in a virtual space."

Within three weeks, Marcus had adapted 80% of his activity toolkit for online learning. When he returned to in-person teaching the following year, he carried those adaptation skills forward—modifying activities for different class sizes, different resources, different learner needs.

"Now I see every activity as a flexible template," Marcus says. "The core learning mechanism stays the same. The execution varies based on context. That's the difference between a rigid teacher and an adaptive one."

This chapter teaches you Marcus's approach: the Core-and-Flex Adaptation Model. You'll learn to identify the non-negotiable core of each activity (the learning mechanism you must preserve) and the flexible elements (the logistics you can freely modify). You'll also gain specific adaptation strategies for five common contexts teachers face.

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The Core-and-Flex Adaptation Model

Every activity has two components:

The CORE (Non-Negotiable)

The core is the learning mechanism—the psychological or cognitive principle that makes the activity effective.

Example: Think-Pair-Share

Core learning mechanisms:

1. Individual processing first: Students form their own thoughts before hearing others
2. Low-stakes peer interaction: Students test ideas with one partner before whole-class sharing
3. Multiple processing modes: Thinking (individual), speaking (pair), listening (pair/whole class)

These three mechanisms are WHY Think-Pair-Share works. They're non-negotiable.

The FLEX (Adaptable)

The flex includes all the logistical details—the "how" of execution.

Example: Think-Pair-Share Flex Elements:

• Pairing method: Assigned partners, proximity partners, random partners
• Communication mode: Verbal, written chat, discussion board post
• Timing: 30 seconds each, 1 minute each, 2 minutes each
• Recording method: Mental notes, written notes, digital notes
• Sharing method: Whole class, selected pairs, all pairs simultaneously

You can modify ANY flex element as long as you preserve the core mechanisms.

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Adaptation Strategy #1: Online Learning (Synchronous)

Context: Students join live via Zoom/Teams/Google Meet. Some cameras on, some off. Chat available. Breakout rooms available.

Common Challenges:

• Limited visibility of students
• Technology barriers
• Difficulty reading the room
• Awkward wait times
• Students multitasking/disengaged

Adaptation Principles:

1. Use Chat as Your Think-Pair-Share

In-Person Version: "Turn to your partner and discuss..."

Online Adaptation: "Type your answer in the chat in the next 30 seconds. Don't hit send yet—just type. When I say GO, everyone hits send at once."

Core preserved: Individual processing first, low-stakes sharing Flex modified: Written instead of verbal, whole-class visibility instead of partner privacy

Why it works: Simultaneous chat posting prevents first-responder bias and gives all students equal voice. Seeing everyone's responses creates social proof and validation.

2. Use Polls as Your Quick Checks

In-Person Version: "Show me on your fingers: 1-5, how confident are you?"

Online Adaptation: Use Zoom polls, Mentimeter, or Google Forms for instant responses.

Core preserved: Individual accountability, formative data for teacher Flex modified: Digital response instead of physical

Pro tip: Create a template poll with "Strongly Agree / Agree / Unsure / Disagree / Strongly Disagree" that you can reuse for any statement. Saves setup time.

3. Use Breakout Rooms as Your Small Groups

In-Person Version: "Groups of 3-4, discuss this question for 5 minutes."

Online Adaptation: "I'm putting you in breakout rooms for 4 minutes. Your task is [specific task]. Choose someone to share your group's thinking when we return."

Core preserved: Peer collaboration, distributed processing, social learning Flex modified: Virtual rooms instead of physical clusters

Critical addition: Give crystal-clear task instructions and timing BEFORE launching breakout rooms. Students can't ask questions once rooms open.

Pro tip: Visit multiple breakout rooms briefly to monitor engagement and provide guidance. Your presence accountability increases focus.

4. Use Annotation Tools as Your Collaborative Workspace

In-Person Version: "Gallery walk—annotate each poster with your thoughts."

Online Adaptation: Share Google Slide with one concept per slide. "Everyone can edit. Add your sticky note response to any slide. Read others' responses and add a +1 if you agree."

Alternative: Use Jamboard, Miro, Padlet, or Zoom whiteboard annotation features.

Core preserved: Choice, movement (visual scanning), peer-to-peer learning Flex modified: Digital annotation instead of physical, simultaneous participation

5. Use Private Messages for Individual Check-Ins

In-Person Version: Circulating to whisper-check individual students.

Online Adaptation: Direct message students privately in chat: "Quick check—are you following this? Thumbs up or question mark reply."

Core preserved: Individual formative assessment, private feedback Flex modified: Text-based instead of verbal

Why it works: Preserves dignity for struggling students. They can ask for help without public admission.

Sample Activity Adaptations for Synchronous Online Learning

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Adaptation Strategy #2: Online Learning (Asynchronous)

Context: Students access recorded lessons or activities on their own time. No live interaction with teacher or peers.

Common Challenges:

• Zero real-time interaction
• No immediate feedback
• Student procrastination
• Lack of social learning
• Difficulty gauging understanding

Adaptation Principles:

1. Build Interaction INTO Recordings

Instead of: 30-minute lecture video students watch passively

Try: 10-minute video with THREE built-in pause points:

• Minute 3: "Pause the video. Write down one question you have so far."
• Minute 7: "Pause. Draw a quick sketch of what I just explained."
• Minute 10: "Pause. Find someone in your house and explain this concept to them in one sentence."

Core preserved: Processing pauses, retrieval practice, elaboration Flex modified: Self-directed timing instead of teacher-directed

Pro tip: Create a "video viewing guide" with specific tasks at specific timestamps. Accountability increases engagement.

2. Use Discussion Boards as Asynchronous Collaboration

In-Person Version: Small group discussion during class

Asynchronous Adaptation:

• Monday by 5pm: Post your initial response to the prompt (minimum 50 words)
• Tuesday by 5pm: Reply to TWO classmates' posts with questions or extensions
• Wednesday by 5pm: Reply to anyone who questioned your post

Core preserved: Peer-to-peer learning, elaboration, perspective-taking Flex modified: Extended time, text-based, viewable by all

Critical structure: Give DEADLINES for each phase. Without deadlines, students procrastinate and miss the collaborative benefit.

3. Use Embedded Quizzes for Formative Feedback

In-Person Version: Quick quiz with immediate teacher feedback

Asynchronous Adaptation: Use Edpuzzle, Playposit, or Google Forms quiz features embedded within video lessons.

Example flow:

• Watch 3 minutes of video
• Answer 2 multiple-choice questions
• Receive instant automated feedback
• Continue video if correct; re-watch segment if incorrect

Core preserved: Retrieval practice, immediate feedback, self-assessment Flex modified: Automated feedback instead of teacher feedback, self-paced

4. Use Choice Boards for Differentiated Asynchronous Activities

In-Person Version: Teacher provides one activity for all students

Asynchronous Adaptation: Create a 3x3 grid of activity options. Students choose 3 to complete (one from each row).

Example Choice Board for Science Lesson on Ecosystems:

| Row 1: Understand | Option A: Watch video + summarize | Option B: Read article + create concept map | Option C: Listen to podcast + 3-2-1 reflection | | Row 2: Apply | Option A: Identify ecosystem in your neighborhood + photograph | Option B: Create food web diagram for local ecosystem | Option C: Compare two different ecosystems (Venn diagram) | | Row 3: Create | Option A: Design an organism adapted to a specific ecosystem | Option B: Write a story from the perspective of one ecosystem member | Option C: Create a PSA about protecting local ecosystems |

Core preserved: Active learning, application, student choice Flex modified: Self-selected activities, self-paced completion

5. Use Flipgrid for Asynchronous Social Learning

In-Person Version: Class discussion or presentations

Asynchronous Adaptation:

• Teacher posts discussion prompt on Flipgrid
• Students record 60-90 second video responses
• Students watch and reply to peers' videos

Core preserved: Articulating thinking, peer learning, social presence Flex modified: Video-recorded instead of live, viewable anytime

Why it works: Video creates more social presence than text discussion boards. Students see and hear each other, building classroom community even without live interaction.

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Adaptation Strategy #3: Large Classes (40+ Students)

Context: Lecture halls, large sections, limited mobility, difficulty monitoring individuals

Common Challenges:

• Can't hear small group discussions
• Can't circulate to all groups
• Chaos during transitions
• Anonymity reduces accountability
• Logistics of materials distribution

Adaptation Principles:

1. Use Whole-Class Response Systems

Small Class Version: Call on individual students to share

Large Class Adaptation: Use simultaneous response systems where EVERYONE responds at once:

• Hand signals: Thumbs up/down/sideways, A-B-C-D fingers, 1-5 confidence ratings
• Whiteboards: Mini whiteboards held up simultaneously
• Digital polling: Poll Everywhere, Mentimeter, Kahoot
• Response cards: Color-coded cards (green=agree, red=disagree, yellow=unsure)

Core preserved: Individual accountability, formative assessment Flex modified: Mass response instead of individual response, teacher sees patterns not individuals

Why it works: With 40+ students, you CANNOT track individual responses verbally. Mass response systems let you see the whole class's thinking at once.

2. Use Pair Work Instead of Small Groups

Small Class Version: Groups of 4-5 discuss

Large Class Adaptation: "Turn to the person next to you. Partner A talks for 45 seconds, Partner B listens. Then switch."

Core preserved: Peer interaction, verbal processing Flex modified: Pairs instead of larger groups

Why it works: Pairs require zero transition time (students just turn to neighbor). You don't need to form groups or monitor multiple discussions. Logistics stay simple.

Pro tip: Alternate who speaks first. "If your birthday is in the first half of the year, YOU start this time."

3. Use Row/Section Competitions

Small Class Version: Individual participation

Large Class Adaptation: "Rows are teams today. I'll ask questions. First row to have everyone ready (hands folded, eyes forward) gets a point. First row where someone shouts the right answer gets a point. Winning row gets early dismissal."

Core preserved: Engagement, motivation, accountability Flex modified: Group accountability instead of individual

Why it works: Peer accountability within rows motivates students who might otherwise hide in anonymity. Competition adds energy without requiring complex logistics.

4. Use Selected Sharing Instead of Full Class Sharing

Small Class Version: After pair work, 10 pairs share their ideas

Large Class Adaptation: "Discuss with your partner for 90 seconds. Then I'll cold-call three pairs to share. Everyone else, listen for ideas different from yours."

Core preserved: Peer processing happens in pairs; public sharing provides models Flex modified: Selected sharing instead of full-class sharing (time constraint)

Why it works: In a class of 50, you CANNOT have everyone share. Selective sharing provides models while respecting time limits.

5. Use Digital Submissions for Individual Accountability

Small Class Version: Teacher circulates to check individual work

Large Class Adaptation: "Submit your one-sentence summary to this Google Form. I'll project a few examples anonymously."

Core preserved: Individual accountability, formative assessment Flex modified: Digital submission instead of in-person monitoring

Why it works: Impossible to physically check 50 notebooks. Digital submission creates accountability and gives you data.

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Adaptation Strategy #4: Limited Resources/No-Prep Contexts

Context: No budget, no materials, no technology, no prep time, substitute teacher scenarios

Challenges:

• Can't print handouts
• No access to computers/devices
• No materials for hands-on activities
• No time to prepare elaborate activities

Adaptation Principles:

1. Use Body-Based Activities (Zero Materials)

Material-Heavy Version: Gallery walk with printed posters

No-Prep Adaptation: Four Corners (students move to corners of room based on their position on an issue)

Alternative: Line-Up (students arrange themselves in a line based on a continuum)

Core preserved: Movement, choice, physical representation of thinking Flex modified: No materials needed

Other zero-material activities:

• Think-Pair-Share
• Turn-and-Tell
• Stand-and-Stretch brain breaks
• Hand signals for agreement/disagreement
• Call-and-response attention grabbers
• Oral quick writes ("Write in your mind")
• Mental math/visualization

2. Use the Board/Wall as Your Collaborative Space

Material-Heavy Version: Students write on posters or sticky notes

No-Prep Adaptation: Divide board into sections. Students come up and write directly on the board (or on the wall with removable tape and scrap paper).

Core preserved: Public thinking, collaborative brainstorming Flex modified: Centralized workspace instead of distributed

3. Use Oral Activities Instead of Written

Material-Heavy Version: Exit tickets on paper

No-Prep Adaptation:

• Oral exit ticket: "Before you line up for dismissal, tell me one thing you learned today."
• Partner recap: "Turn to your neighbor. You have 30 seconds each to summarize today's lesson."

Core preserved: Reflection, retrieval practice Flex modified: Oral instead of written, no paper needed

4. Use Existing Room Features as Activity Structures

Material-Heavy Version: Elaborate station rotation with printed materials at each station

No-Prep Adaptation:

• Wall stations: Post prompts on different walls. Students rotate to each wall for 2-minute discussions.
• Window/door decision points: "Go to the window if you think X; door if you think Y."
• Desk groupings: Use existing desk arrangement as pre-formed groups

Core preserved: Movement, rotation, varied perspectives Flex modified: Use existing room features instead of creating new structures

5. Use "Imagine It" Activities When You Can't Do It

Material-Heavy Version: Hands-on science experiment with materials

No-Prep Adaptation:

• Thought experiment: "Close your eyes. Imagine you're holding an ice cube. What do you feel? What happens over the next 5 minutes? Open your eyes. Turn and tell your partner what you observed in your imagination."
• Virtual field trip: "We're going to take an imagination journey. Picture this..."

Core preserved: Engagement, visualization, mental simulation Flex modified: Imagined instead of physical

Why it works: Mental simulation activates many of the same cognitive processes as physical action. Not as powerful as hands-on, but FAR more powerful than passive listening—and requires zero materials.

See Appendix D for a complete index of no-prep activities.

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Adaptation Strategy #5: Diverse Learners (Special Populations)

Context: English Language Learners, students with learning differences, mixed ability levels, inclusion classrooms

Challenges:

• Varied reading levels
• Processing speed differences
• Verbal communication barriers
• Attention span variations
• Need for scaffolding

Adaptation Principles:

1. Add Visual Supports to Verbal Activities

Standard Version: Verbal instructions only

Adapted Version:

• Write key instructions on board (not just say them)
• Show visual timer counting down
• Display sentence stems for discussion prompts
• Use images/icons alongside text

Example: Think-Pair-Share adapted for ELLs

• Post discussion prompt visibly
• Provide sentence stems: "I think ___ because ___" / "I agree with ___ " / "I have a different idea: ___"
• Show visual timer for each phase

Core preserved: Peer discussion, processing Flex modified: Added visual scaffolds

Why it works: Reduces language processing load. Students can refer back to written prompts instead of holding verbal instructions in working memory.

2. Extend Time for Processing

Standard Version: 30-second think time, 1-minute pair share

Adapted Version: 60-second think time, 2-minute pair share

Core preserved: Same activity structure Flex modified: Extended time

Critical: Extending time benefits ALL learners, not just those with processing differences. Resist the urge to rush. Silence during think time is PRODUCTIVE.

3. Offer Response Mode Choices

Standard Version: "Share your answer out loud"

Adapted Version: "Share your answer by: (A) speaking, (B) writing on the board, (C) showing your whiteboard, or (D) typing in the chat"

Core preserved: Sharing thinking, demonstrating understanding Flex modified: Multiple response modes

Why it works: Verbal expression is hard for some students (language barriers, social anxiety, processing differences). Providing alternatives removes barriers while maintaining accountability.

4. Build in Movement and Sensory Breaks

Standard Version: Three 20-minute activities in a row, all seated

Adapted Version: After every 15 minutes, 60-second movement break (stand, stretch, shake)

Core preserved: Learning activities remain the same Flex modified: Added sensory regulation breaks

Why it works: Students with ADHD, sensory processing differences, or high energy needs CANNOT sustain focus without movement. Regular breaks prevent disregulation and improve subsequent attention.

5. Chunk Complex Activities into Micro-Steps

Standard Version: "Complete this 4-step activity in 10 minutes"

Adapted Version:

• "Step 1 only: You have 2 minutes. Go."
• [After 2 minutes] "Step 2 only: You have 3 minutes. Go."
• [After 3 minutes] "Step 3 only..."

Core preserved: Same activity content Flex modified: Broken into smaller timed chunks with check-ins

Why it works: Reduces cognitive overwhelm. Students with executive function challenges struggle with multi-step directions. Chunking provides structure and incremental success.

6. Use Heterogeneous Pairing Strategically

Standard Version: Random or student-choice pairing

Adapted Version: Teacher-assigned pairs based on complementary strengths

• Strong reader + strong verbal processor
• Student with content mastery + student with strong explaining skills
• Student with high motivation + student needing peer model

Core preserved: Peer collaboration Flex modified: Strategic pairing for mutual benefit

Critical: Rotate pairs regularly. Avoid always pairing strong with struggling students (burden on strong students and stigmatizing for struggling students).

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The Adaptation Decision Framework

When faced with a new context, use this framework to adapt any activity:

Step 1: Identify the Core Learning Mechanism

Ask: Why does this activity work? What psychological/cognitive principle makes it effective?

Example: Gallery Walk

• Core mechanisms: Choice, movement, peer-to-peer learning, multiple perspectives

Step 2: List Your Context Constraints

Ask: What limitations am I working within?

Example: Online asynchronous class

• Constraints: No live interaction, no physical movement, delayed feedback

Step 3: Brainstorm Alternative Ways to Preserve the Core

Ask: How can I recreate the core mechanisms within my constraints?

Example: Gallery Walk → Online Asynchronous

• Choice: Students choose which discussion board threads to respond to (instead of which posters to visit)
• Peer-to-peer learning: Students read and reply to each other's posts
• Multiple perspectives: Each thread represents a different perspective/topic
• Movement: Replaced with visual scanning between threads (not perfect, but acceptable trade-off)

Step 4: Test and Refine

Ask: Did my adaptation preserve the learning outcomes? What needs adjustment?

Example: After trying online gallery walk, notice students only reply to the first thread. Adjustment: Require responses to at least 3 different threads.

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Common Adaptation Mistakes (And How to Avoid Them)

Mistake #1: Changing So Much You Lose the Core

What it looks like: "Think-Pair-Share won't work online, so I'll just have students submit individual written responses."

Why it fails: You removed the PAIR component—which is essential for low-stakes peer processing. Your adaptation is just a different activity, not an adapted version.

The fix: Preserve the core. Use breakout rooms for the "pair" phase, even though logistics are different.

Mistake #2: Assuming "Won't Work" Without Trying

What it looks like: "I can't do movement activities with 45 students—too chaotic."

Why it fails: You underestimate your students and your own management skills. Many movement activities work beautifully with large classes when well-structured.

The fix: Try it with clear instructions, designated space, and firm time limits. You might be surprised.

Mistake #3: Over-Adapting for Special Populations

What it looks like: "My ELL students can't handle Turn-and-Talk, so I'll just have them listen."

Why it fails: You removed the very activity that would benefit them most—practicing verbal English with a peer in a low-stakes context.

The fix: Don't remove activities for struggling learners—scaffold them. Add sentence stems, extend time, provide visuals. Keep the core activity intact.

Mistake #4: Making Adaptations Overly Complex

What it looks like: Creating elaborate online simulations to replace simple in-person activities.

Why it fails: The complexity isn't worth the marginal benefit. Simpler adaptations work just as well with less prep time and fewer technical glitches.

The fix: Choose the simplest adaptation that preserves the core. Don't over-engineer.

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Your Action Challenge: The Adaptation Practice

This week, practice adapting activities to new contexts:

Day 1: Identify Your Core Mechanisms

Choose 5 activities you use frequently. For each one, write down:

• What are the core learning mechanisms that make this activity effective?
• Which elements are non-negotiable (core)?
• Which elements could be changed without losing effectiveness (flex)?

Day 2-3: Adapt for a New Context

Choose one context that's different from your norm:

• If you teach in-person, plan one lesson as if it were online
• If you teach small classes, plan one lesson as if you had 50 students
• If you use technology, plan one lesson with zero tech

Adapt 3-5 activities from your normal repertoire to fit this new context.

Day 4-5: Test and Reflect

If possible, implement one of your adaptations (or mentally rehearse it).

Ask:

• Did the adaptation preserve the core learning mechanism?
• What logistical challenges arose?
• What would you adjust next time?
• Which adaptation strategies (from this chapter) were most useful?

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Key Takeaways

1. Every activity has a core (learning mechanism) and flex (logistics).

Adaptation means preserving the core while modifying the flex. Identify what makes an activity work cognitively, then find new ways to create that same cognitive experience.

2. Context constraints are problems to solve, not reasons to quit.

Large classes, limited resources, online formats, diverse learners—these are all contexts where active learning is POSSIBLE with thoughtful adaptation.

3. Simpler is often better.

Don't over-engineer adaptations. The best adaptation is the one you can execute reliably with minimal prep.

4. All students benefit from scaffolding.

Adaptations designed for struggling learners (visual supports, extended time, movement breaks) often improve learning for everyone. Universal Design for Learning isn't just for special populations.

5. Adaptation skill develops with practice.

The first time you adapt an activity for a new context, it feels effortful. The tenth time, it's intuitive. Build your adaptation muscles through deliberate practice.

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Looking Ahead

You now have frameworks for strategically selecting activities (Chapter 12) and flexibly adapting them to your context (Chapter 13). But even with strong selection and adaptation skills, things sometimes go wrong:

What if an activity falls flat? What if students resist participation? What if you run out of time mid-activity? What if classroom management falls apart?

Chapter 14: Troubleshooting Common Challenges gives you rescue strategies for the most frequent activity implementation problems—and shows you how to recover gracefully when things don't go as planned.

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Up Next: Chapter 14 - Troubleshooting Common Challenges Learn to diagnose and fix activity failures, manage resistance, and recover from implementation mishaps.