Graduated Approach

Structural Learning website on APDR

Teaching strategies that are linked to the graduated approach

An important point is that the graduated approach isn't itself a teaching strategy. It is a cycle for identifying needs, putting support in place, evaluating its effectiveness and adapting provision. This might include:

• Scaffolding:  Provide temporary support, such as sentence starters, writing frames, worked examples, visual prompts or partially completed tasks, and gradually remove it as the learner becomes more independent.

• Explicit instruction: Break learning into manageable steps, clearly explain what is being learned, model the process, check understanding and provide opportunities for guided and independent practice.

• Adaptive teaching: Rather than simply giving a learner "easier work", adapt the method, resources, level of support, pace or way of demonstrating learning while maintaining appropriate challenge.

• Chunking and reducing cognitive load: Break lengthy instructions and complex tasks into smaller stages. Use concise language, visual cues and regular checks for understanding.

• Pre-teaching and overlearning:  Introduce important vocabulary, concepts or skills before the main lesson, then revisit them regularly through retrieval and repetition.

• Metacognitive strategies:  Teach learners how to plan, monitor and evaluate their own learning—for example, using checklists, worked examples and prompts such as "What do I need to do first?"

• Targeted interventions:  Where assessment identifies a specific need, provide a structured intervention with a clear objective, appropriate frequency and a way of measuring its impact.