Sep 19, 2026 · 34 min · 9 segments
Matt and Femi discuss the terms 'inclusive teaching', 'adaptive teaching' and 'responsive teaching'. The point is also made that ***great*** teaching is, by definition, ***inclusive*** teaching: if…
My son is six, and he's really good at...
If I give an example of...
You'll say something like...
Yeah...
Tom can't drink milk because he's allergic to lactose.
And he'll say, because of the age it is, he'll say things like, but I don't know what lactose means.
Because he's at the age where he can just ask.
Like, you've used a word, I'm fluent in English, but you've used a word that I don't know what it means.
So tell me.
But we don't really do that as adults.
People will just nod and go, yes, yes, yes.
It's not so common, yeah.
And I think sometimes people should do more, they should be a bit more like him in teaching and just be a bit clearer what they mean by this stuff.
100%, yeah,
yeah, I
agree.
But I don't know, we're necessarily going to have the answers here today.
No, and that's the thing.
We're not coming on the pod today to give the answers.
It's a discussion about where we are with it in our understanding and thinking, right?
Right, yeah, yeah.
And it is an informed discussion, right? These are words that we've been using at StepLab and talking about at StepLab and...
Have looked at the EEF research and guidance and so have a sense of what the context in which they're being used.
It's not it's not I'm not just my understanding is not just being pulled out of like, you know, me, my understanding of those words in isolation.
Yeah, yeah, yeah, yeah.
My son is six, and he's really good at...
If I give an example of...
You'll say something like...
Yeah...
Tom can't drink milk because he's allergic to lactose.
And he'll say, because of the age it is, he'll say things like, but I don't know what lactose means.
Because he's at the age where he can just ask.
Like, you've used a word, I'm fluent in English, but you've used a word that I don't know what it means.
So tell me.
But we don't really do that as adults.
People will just nod and go, yes, yes, yes.
It's not so common, yeah.
And I think sometimes people should do more, they should be a bit more like him in teaching and just be a bit clearer what they mean by this stuff.
100%, yeah,
yeah, I
agree.
But I don't know, we're necessarily going to have the answers here today.
No, and that's the thing.
We're not coming on the pod today to give the answers.
It's a discussion about where we are with it in our understanding and thinking, right?
Right, yeah, yeah.
And it is an informed discussion, right? These are words that we've been using at StepLab and talking about at StepLab and...
Have looked at the EEF research and guidance and so have a sense of what the context in which they're being used.
It's not it's not I'm not just my understanding is not just being pulled out of like, you know, me, my understanding of those words in isolation.
Yeah, yeah, yeah, yeah.
The rest of this transcript — segmented and speaker-labeled, so you land on the exact moment something was said
Search every transcript — by keyword, by phrase, or by meaning, across every show Radar indexes
Trends — what is surging across podcasts, measured against its own baseline
Alerts — when a name you follow appears in a newly indexed episode
No account is needed to search Radar.