Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis

Adaptive teaching and individualization for K-12 students improve academic achievement 1.1 | The review in brief Teaching methods that individualize and adapt instructional conditions to K-12 learners' needs, abilities, and interests help improve learning achievement. The most important variables are the teacher's role in the classroom as a guide and mentor and the adaptability of learning activities and materials. What is the aim of this review? This Campbell systematic review assesses the overall impact on student achievement of processes and methods that are more student-centered versus less student-centered. It also considers the strength of student-centered practices in four teaching domains. Flexibility: Degree to which students can contribute to course design, selecting study materials, and stating learning objectives. Pacing of instruction: Students can decide how fast to progress through course content and whether this progression is linear or iterative. Teacher's role: Ranging from authority figure and sole source of information, to teacher as equal partner in the learning process. Adaptability: Degrees of manipulating learning environments, materials, and activities to make them more student-centered.