The adaptivity of classroom teaching: Comments from a teaching quality perspective

This commentary discusses adaptivity from the point of view of classroom teaching. The concept of teaching quality is introduced with a focus on the model of three basic dimensions and two principles: opportunity vs. use, surface vs. deep structure of teaching and learning. Adaptivity is defined by diversity of learning opportunities, differentiation, diagnostics, and suitability, and two major research goals are stated: developing a generic measure of adaptivity and specifying the relationship between basic dimensions and adaptivity. The six contributions of the present volume are discussed in detail, highlighting their position with regard to the principles and their contribution to reaching the research goals stated. The commentary finally discusses the need to combine teaching research with learning research and the need to link adaptivity in classroom teaching with adaptivity in learning systems.