Such cognitive engagement by students depends on the quality of interactions between teachers and students around meaningful content and the quality of teacher explanations (e.g. Clarke, Resnick and Rose, 2015, Patrick, Mantzicopoulos and Sears, 2012). However, guided discovery’ learning, in which teachers provide feedback, assist learners and elicit explanations, is effective for larger numbers of students (Alfieri et al., Therefore, teachers always need to guide students, even throughout instructional phases when students have more freedom and responsibility for their own learning activities. Unfortunately, there is even less empirical evidence about the relationship between adaptive and equality of opportunity than on the effectiveness of adaptive teaching. They have showrn that high quality instruction can reduce inequalities (Borman et al.,