The phrase "adapt teaching" is correct and usable in written English.
It can be used when discussing the modification or adjustment of teaching methods or strategies to better suit the needs of students.
Example: "Teachers should adapt teaching to accommodate different learning styles in the classroom."
Alternatives: "modify instruction" or "tailor education".
This work highlights the need to adapt teaching methods in digital signal processing (DSP) on speech to suit shifts in generational learning behavior, furthermore it suggests the use of integrating theory into a practical smart phone or tablet application as a means to bridge the gap between traditional teaching styles and current learning styles.
Smart learning environments utilize education technologies to provide essential tools for educators to personalize learning, adapt teaching & assessment, and create authentic learning environments for students.
It is important to adapt teaching methods to the individual learning objectives at each point in the course; a "horses for courses" approach will be most rewarding to both student and teacher.
Thus a learning/teaching ratio in liaison with the teaching mechanism of the initial education should be referred to the existing resources in the field of education in order to adapt teaching structures to the real possibilities of the country and to consider the close links between trainings and health care quality regarding the staff management.
Carefully designed instructional tasks that include suggestions for how to adapt teaching based on students' responses would be far more useful.
"In the same way you'd approach teaching a child who has English as a first language and a special educational need (SEN), you adapt teaching and give children the resources to ensure they're making the appropriate amount of progress".
Recognition of the complexity of these skills and adapting teaching techniques to address this may improve the clinical skills of graduates and reduce the stress of medical students.
Students who learned independently, using the online tutorial (which included the lectures), had scores comparable with those of the students who participated in the other two treatments (adapted teaching and active learning).
These findings hold potential for adapting teaching methods and developing curricula tailored to the maturing teen brain.
The idea of adapting teaching to the learner can be ascribed to the tradition of pupil-centred pedagogies (Coll, 2016), and to the work of authors as far removed from this tradition as Bloom (1984).
Considerable attention should thus be paid to the outcomes when adapting teaching styles to learning styles of trainees.
