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Adaptive equity-oriented pedagogy: a hybrid of democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

The article's central framework is an "adaptive equity -oriented pedagogy" that hybridizes specific components of democratic, assessment-driven, strengths-based, multimodal, and game-based pedagogies. Instructors collect weekly ungraded pre- and post-tests, interest surveys, and anonymous course-feedback forms, then adjust practices such as modeling skills, in-class practice, low-stakes feedback, and feedback incorporation. Multimodal instruction is described as a synthesis of "PowerPoint lectures, simulations, role -playing, dialogues, technology, music production, and art" within a universal design for learning framework, and game-based mechanics let students redo graded assignments and earn points as teams.

Design Implications

Context

Requirements

  • Instructors must collect ongoing student data (weekly pre-/post-tests, surveys, anonymous course-feedback forms) and use it to adjust instruction each week
  • Students must have voice in co-constructing classroom guidelines, assessment models, and their projects
  • Graded assignments and assessments must be redoable, and collaborative point thresholds must be reachable for students to pass each lesson

Constraints

  • The study oversampled historically underrepresented groups, so the samples are not representative of other higher education institutions
  • The treatment course was taught before the control course to mitigate instructor rehearsal effects

Target Learners

  • diverse undergraduate students in higher education, including historically underrepresented and first-generation students

Learning Goals

  • mastering rigorous course objectives (94% or higher)
  • applying course concepts through a community-organizing project
  • growth mindset and reduced stereotype threat

Claims

Examples

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Key Sources

  • Phuong, A. E., Nguyen, J., & Mariea, D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education. The Journal of Effective Teaching, 17(2), 5-44. https://uncw.edu/jet
Page metadata
Field Value
type design
id adaptive-equity-oriented-pedagogy-hybrid
title Adaptive equity-oriented pedagogy: a hybrid of democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies
description The article's central framework is an "adaptive equity -oriented pedagogy" that hybridizes specific components of democratic, assessment-driven, strengths-based, multimodal, and game-based pedagogies.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — phuong-2017

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