Adaptive Instruction
Adaptive Instruction - Related Videos
08:04
Using a Split-belt Treadmill to Evaluate Generalization of Human Locomotor Adaptation
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Cited by 14 •
2017
We describe a protocol for investigating human locomotor adaptation using the split-belt treadmill, which has two belts that can drive each leg at a different speed. We specifically focus on a paradigm designed to test the generalization of adapted locomotor patterns to different walking contexts (e.g., gait speeds, walking environments).
11:30
A Molecular Readout of Long-term Olfactory Adaptation in C. elegans
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Cited by 2 •
2012
Here we describe a molecular readout of long-term olfactory adaptation in Caenorhabditis elegans. The Protein Kinase G, EGL-4, is necessary for stable adaptation responses in the primary sensory neuron pair called AWC. During prolonged odor exposure EGL-4 translocates from the cytosol to nucleus of the AWC.
10:54
Transformation of E. coli Cells Using an Adapted Calcium Chloride Procedure
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2023
Source: Natalia Martin1, Andrew J. Van Alst1, Rhiannon M. LeVeque1, and Victor J. DiRita1 1 Department of Microbiology and Molecular Genetics, Michigan State University Bacteria have the ability to exchange genetic material (DeoxyriboNucleic Acid, DNA) in a process known as horizontal gene transfer. Incorporating exogenous DNA provides a mechanism by which bacteria can acquire new genetic traits that allow them to adapt to changing environmental conditions, such as the presence of antibiotics...
01:26
Cellular Adaptation II: Hypertrophy
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2026
Hypertrophy is the increase in the size of individual cells, resulting in the enlargement of a tissue or organ. Unlike hyperplasia, which involves an increase in cell number, hypertrophy is characterized by an increase in cell volume. This process often occurs in response to higher functional demand or hormonal stimulation, leading to the production of more structural proteins and organelles, thereby enhancing the cells' work capacity.There are two primary types of hypertrophy: physiological...
03:42
Adaptive Evolution of Bacteria Using a Microbial Microdroplet Culture System
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2025
Source: Jian, X., et al., Automated Microbial Cultivation and Adaptive Evolution using Microbial Microdroplet Culture System (MMC). J. Vis. Exp. (2022).This video demonstrates the use of a microbial microdroplet culture system to drive adaptive evolution of bacteria toward methanol tolerance. By mixing engineered bacterial cultures with a high-methanol stress medium and segmenting them into microdroplets, the system selects for mutants that exhibit improved growth under methanol stress. Through...
FAQs
Diagnostic assessments establish a starting picture of a learner’s knowledge, skills, performance, and learning needs. That information allows educators to identify competency gaps before or during instruction and select an appropriate level of support. In medical education, the results can guide targeted practice and help prevent learners from spending equal time on content they have already mastered.
Learner performance and real-time responses provide the signals for changing instruction. Struggling learners may receive additional scaffolding, such as more instructional support or practice opportunities, while demonstrated mastery can prompt greater challenge. This responsiveness keeps the learning pathway aligned with progress instead of requiring every learner to move through identical content at the same pace.
Feedback links performance with the next instructional decision. It helps learners recognize where competency gaps remain and gives educators information for modifying content difficulty, pacing, practice, or support. Because these adjustments are tied to observed progress, feedback can make skill development more efficient and contribute to more consistent preparation for later clinical practice.
A practical sequence begins with assessing the learner’s current knowledge or skills, followed by monitoring responses and performance during instruction. Educators then adjust difficulty, pacing, practice opportunities, or scaffolding according to the evidence collected. Repeated feedback and reassessment help determine whether the learner needs remediation, continued practice, or a greater level of challenge.
The approach can be incorporated into classroom teaching, simulation activities, and digital learning experiences. In each setting, educators can use learner responses and performance to tailor the amount of support, the pace of progression, or the difficulty of activities. This flexibility allows personalization across different instructional environments while maintaining attention to developing relevant knowledge and skills.
Adaptive instruction is particularly useful when learners enter with different levels of preparation or reveal competency gaps during training. It supports targeted remediation for areas of weakness while avoiding unnecessary repetition for learners who demonstrate mastery. By aligning practice with individual progress, the approach can promote efficient skill development and help learners prepare more consistently for clinical practice.