Adaptive expertise

On September 9, Skillman joined IVETA to present the webinar Adaptive Expertise. The forum explained the necessity of addressing the increasing diversity of classrooms around the world to increase educator’s output quality. The webinar illustrated the struggles of educators to adapt themselves to the needs of their learners. Adaptative expertise evolves as a means to overcome the limitations of routine teaching.

The event was moderated by Dr. Luke Steinke, professor of Organizational Development at Eastern Illinois University. After a brief introduction, the meeting pursued with the report of several examples in adaptative expertise related by four specialists.
Lilian van Oostende introduced the difference between postpone and direct adaptive expertise. The first one involves an extended reflection, while the former requires improvisation. Lilian van Oostende highlighted the importance of working with both kinds of expertise. Consequently, she argued the importance of using tools for reflection about the teaching experience or the necessity and developing improvisation techniques.
Afterward, Saša Kregar, from the National Education Institute of Slovenia, explained how they have tried to introduce the concept of adaptive expertise in the schools of Slovenia. She explained that her organization believes that Formative Assessment should always be at the core of this philosophy. For Kregar, the principal chore of educators is to question what the learners' demands and necessities are, understanding the social nature of learning and the vital role that emotions play in the process.
Eventually, Dorien Sampeermans and Liesbet Vroman, educational advisers at Catholic Education Flanders, explained how the innovation that adaptive expertise presents can be introduced through policy regulation. They also pointed the adequacy of involving learning labs when developing a curriculum that includes this new educational idea. In this way, curriculum developers can be sure that their programs are in line with real-world requirements.
Following the narration of these examples, the panel discussion focussed on the best strategies to develop adaptive expertise strategies for the classroom. All the speakers agree on the importance of time, experimentation, and continuous innovation to adapt the output of teachers to the needs of learners.

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