Identifying Learning Gaps Early with Hachette Learning

A Data-Informed Approach in Cambridge Schools

Teachers Make Hundreds of Instructional Decisions Each Day, Often With Limited Time and Incomplete Information. How Can Schools Identify Learning Gaps Early, Personalise Support at Scale, and Turn Classroom Data into Meaningful Action?

Adaptive Learn brings clarity to these questions. Designed for Cambridge Primary and Cambridge Lower Secondary, it is an adaptive digital resource that adapts to every pupil and turns learning data into insights educators can use immediately, ensuring that teaching decisions are informed, not guessed.

Identifying Learning Gaps Early

One of the challenges in classrooms is catching learning gaps before they widen. Traditional assessments often rely on teachers to piece together evidence from classwork, homework and observation to reveal learners’ progress, needs and challenges faced. Adaptive Learn removes that delay. Through adaptive practice and real-time reporting, teachers see instantly where each learner is secure, where misconceptions are forming, and where additional support is needed.

As a Cambridge partner with a deep understanding of the needs of Cambridge schools worldwide, Hachette Learning has mapped the Adaptive Learn materials to their Learner Books, which have been endorsed for the Cambridge Pathway. This means that you can use these resources alongside physical books or can stand alone as independent practice for learners. Either way, they will fully support your Cambridge curriculum.

Personalising Learning at Scale

Even when teachers know exactly where learners are struggling, creating truly differentiated pathways for every child can be overwhelming. Adaptive Learn removes this workload by automatically adapting to each learner’s responses, pace and level of confidence. As pupils work through personalised sequences of questions, the resource adjusts in real time –providing stretch where learners are secure and support where they need it most.

When a learner answers a question correctly or incorrectly, the system determines whether to provide stretch or additional support. In addition to this, learners are prompted to rate their confidence level (Know it, Think I know it, Not sure, or Don’t know it) – this measures learner metacognition and indicates to the system whether the learner has guessed the answer, has a misconception, or isn’t confident in their answer (despite getting it right). These two inputs (answer and metacognition), plus time taken, are what prompts new questions to be generated according to the learner’s need. Much like a personal tutor, Adaptive Learn tailors content to the individual learner and provides instant feedback. No two students will take the same learning path.

But all of this isn’t happening in a vacuum. Teachers can keep up with learners’ homework status in the Reports dashboard. Here, they will also see the learning objectives that learners are struggling with most to help plan their lessons. Metacognition data is also available here, so teachers can see on an individual and class level, what proportion of learners were aware that they knew the right answer and what proportion weren’t. For more information on metacognition, read this brilliant article by Anoara Mughal, metacognition specialist.

Making Evidence-Based Decisions

Hachette Learning partnered with a number of schools who trialed Adaptive Learn through the early phases of development, giving feedback on what they liked and didn’t like, and took time to understand customers and worked closely with educators, learners, academics, awarding bodies and partners to develop Adaptive Learn. It is evidence based, and founded on research with real schools, teachers and learners’ needs and aspirations.

Adaptive Learn delivers content as unique as your learners, combining personalised digital practice with actionable insights for educators.

All of the features and benefits above can now be accessed by schools for our Cambridge Primary and Lower Secondary courses: Computing, English, Maths and Science courses, stages 1 to 9.

Building a Full Picture of Learners’ Wellbeing

Learner wellbeing is essential for academic success, yet it can be difficult to measure meaningfully. Without clear insights, schools risk implementing generic strategies that fail to address the real issues learners face.

Adaptive Learn includes two types of wellbeing questionnaire, weekly ‘Check-ins’ and termly ‘Snapshots’. Wellbeing check-ins are for quick ‘temperature’ gauges on whether learners are ready to learn on any given day, and to encourage learners to think about their wellbeing on a regular basis. Wellbeing snapshots more detailed surveys which look at all aspects of learner wellbeing (social, academic, physical and emotional) on a termly basis, helping schools identify patterns over time.

Adaptive Learn is designed for focused, short bursts of learning, not prolonged screen time, and Hachette Learning encourages schools to balance digital learning with physical textbooks and manipulatives. For more information on screen time, read this thought leadership article by Hachette Learning.

The Concord School Nigeria West Africa

Get started with a 30-day free trial of Adaptive Learn. Explore it today by visiting

Website

Hachette Learning Centre