Research School Network: Not just a whiteboard: Practical strategies for adaptive teaching. Helping us to adapt in the moment.

At Bedlington Academy, we serve a community with significant deprivation. Around 32% of pupils are eligible for Pupil Premium, well above the national average, and our catchment includes areas of high unemployment and low household income. These challenges make our mission clear: every lesson has to count.


When we reviewed our quality assurance processes, one finding stood out: formative assessment wasn’t happening often enough. Without regular checks for understanding, we couldn’t always adapt teaching in the moment. So, we decided to tackle this head-on.

We agreed on three simple, powerful strategies to embed across the school:

Mini whiteboards (MWBs)

Think-Pair-Share

Cold Call

These aren’t gimmicks – these techniques are grounded in research. Dylan Wiliam reminds us: ​“Formative assessment is the bridge between teaching and learning.” The EEF also highlights that effective formative assessment helps teachers respond to pupils’ needs in real time, improving outcomes – especially for disadvantaged learners.

We began with whole-staff training, followed by departmental sessions to adapt techniques for each subject. Then came classroom practice, supported by coaching and feedback. Expectations were clear: these strategies weren’t optional — they were for everyone, every lesson. We phased it in: Term 1: MWBs Term 2: Think-Pair-Share Term 3: Cold Calling

Everyone says they use MWBs – but the real question is: how well? We focused on the tiniest details:

Clear routines: Which activities suit MWBs best?

Consistency: How to hold, hide, and reveal answers.

Timing: The famous ​“1−2−3… show me!” moment.

Why does this matter? Because the power of MWBs isn’t in the boards themselves – it’s in what happens next.

The crucial question: What do we do with the information?

Formative assessment only works if we act on what we see:

If everyone’s got it: Move on confidently but add a quick challenge or extension task.

If a few haven’t: Compare answers, address misconceptions, and invite pupils to explain their reasoning.

If most haven’t: Pause and reteach – try a different representation or break the concept into smaller steps.

If responses are mixed:
Use targeted questioning to probe understanding before deciding next steps.


As Dylan Wiliam puts it: ​“The most important decisions are not what you teach, but what you do when students don’t learn what you taught.”

Staff tell us MWBs have transformed their ability to check understanding quickly and adapt teaching in the moment. What’s next for us? Continuing to reflect and refine MWBs as part of classroom practice, embedding Cold Call and Think-Pair-Share with the same precision.

Lessons learned
Formative assessment isn’t about adding more – it’s about making every interaction count.
Success lies in the details: routines, consistency, and clarity.

How do you currently check for understanding – and what happens next?

When pupils struggle, do you reteach in the same way or try a different approach?

How consistent are your routines for MWBs or Think-Pair-Share?

Do you have a clear plan for what to do when responses are mixed?