According to Alex Quigley, drawing on the work of Lyn Corno, macro adaptations refer to the bigger decisions teachers make such as adjusting the curriculum, changing task structure or regrouping students. In contrast, micro adaptations which she described as the real bread and butter of teaching are the small, subtle adjustments teachers make in response to what they see and hear from students during the lesson. She explains micro adaptation as continually assessing and learning while teaching, where thinking and action happen together in real time.
The Early Career Framework Standard 5 highlights the importance of adaptive teaching. This means that supporting all students in the classroom can be clearly seen through the interaction between macro adaptations and micro adaptations. These two layers of inclusive practice show how teachers both plan for learner differences and respond to them as learning unfolds. When mentors or expert teachers observe lessons, they often look for evidence that both forms of adaptation are happening.
Micro adaptations are the responsive teaching moves that help learners stay engaged and access learning in the moment. For example, teachers may vary the level of challenge in their questioning, allow more thinking time, or rephrase explanations when students look unsure. They may provide live scaffolding by modelling an extra worked example on the board, giving quick verbal prompts, or breaking a task into smaller parts to reduce cognitive overload. Effective teachers also use formative feedback strategies such as circulating around the classroom, checking understanding quickly through targeted questioning in line with Rosenshine principle, and adjusting the pace of the lesson when misconceptions emerge. At times, flexible grouping or simply moving closer to a learner can refocus attention or provide reassurance. These small but powerful decisions help sustain access to learning and stop gaps from widening.
On the other hand, macro adaptations are the deliberate design choices made before the lesson begins. Teachers may plan tasks with multiple entry points so that all students work towards the same goal but with appropriate levels of support or challenge. This might include writing frames, worked examples or built in stretch opportunities. Teachers also make inclusive choices about how content is presented by using visuals, demonstrations, clear vocabulary teaching and practical contexts to support understanding. Well planned hinge questions, retrieval opportunities and shared success criteria allow teachers to gather evidence from the whole class. In addition, clear routines, organised resources and smooth transitions help reduce cognitive load and support students with additional needs.