Adaptive Teaching, Scaffolding & The End of Summative Assessment — With Morgan Whitfield

In this episode, Alex welcomes back global educator and author Morgan Whitfield for a deep, honest, and practical conversation about where teaching needs to go next. From her travels across Southeast Asia to her leadership work in the Middle East, Morgan brings a clarity and candour that cuts through the noise.

Together, Alex and Morgan take on some of the biggest questions in modern education:
Is summative assessment still fit for purpose? How do we scaffold without over-supporting? What does real adaptive teaching look like in a busy classroom? And how do AI and oracy reshape the way students learn to think?

Morgan argues passionately that summative assessment is no longer serving learners, and explains why schools need to shift towards continuous, dialogic, feedback-rich learning models. They unpack the misconceptions around differentiation, explore the real purpose of scaffolding (and its necessary fading), and get honest about behaviour, motivation, and the courage it takes to let students productively struggle.

From multiple-choice hinge questions to flexible grouping, from UDL to the “teacher as shark” metaphor, this episode is full of practical insight and classroom wisdom. They also dive into how AI can fill gaps in prior knowledge without flattening student thinking, and why oracy is fundamentally about listening, not noise.

This is a rich, thought-provoking conversation for teachers, leaders, and anyone who wants to create more equitable, adaptive, and human-centred learning experiences.

KEY TAKEAWAYS

Adaptive Teaching ≠ DifferentiationAdaptive teaching isn’t about producing 25 different worksheets. It’s about high expectations, in-the-moment responsiveness, and knowing your students deeply.

Summative Assessment Is Not LearningSummative tests serve reporting, not students. Continuous formative dialogue gives a much clearer—and fairer—picture of what learners can actually do.

Scaffolding Must FadeOver-supporting students leads to dependency. Effective scaffolds are temporary, intentional, and removed at the right time to build independence.

Oracy Is Listening, Not Just TalkingTrue oracy involves active listening, building on ideas, and dialogic thinking—not simply group chat or noise.

Behaviour Is About Challenge, Not ControlBoredom and panic both shut down learning. The sweet spot is “productive struggle,” guided by relationships, clarity, and psychological safety.

AI Can Fill Knowledge Gaps—But Not Replace NuanceAI excels at quick feedback loops and reinforcing prior knowledge, especially in maths and science. But it cannot replace the nuance, dialogue, and metacognition teachers cultivate.

Flexible Classrooms Model Flexible ThinkingDynamic seating, fluid grouping, and teachers who “circulate like sharks” create conditions where every student can access challenge.

Leadership Starts with Seeing the Student ExperienceTo implement adaptive teaching well, leaders should shadow students—not just observe teachers.

BEST MOMENTS

“Summative assessment is dead — and it should be dead.”“The most powerful scaffold a teacher has is a conversation.”“Students mask their abilities more often than we realise.”“Oracy isn’t talking. It’s listening — and thinking aloud.”“Teachers hate silence because our advice monster is loud.”“AI fills gaps; it cannot build nuance. That’s still us.”“Flexible grouping is equity in action.”

ABOUT THE GUEST

Morgan Whitfield is an international educator, author of Gifted, and a leading voice in adaptive teaching and equitable classroom practice. She works with schools globally to reimagine assessment, challenge cultures, and build high-expectation learning for all students.

CONNECT & CONTACT

Instagram: https://instagram.com/theinternationalclassroom
LinkedIn: https://www.linkedin.com/in/alexandergray84/
Website: https://www.ticproductions.com