They did not call it adaptive teaching but in both teachers “skilfully ‘assess and instruct’ moment by moment” (McGhee Hassrick et al., In a similar vein, Yeh (2017) also suggested that achievement gaps can be closed through what he calls “rapid performance feedback”: an individualised and structured model of instruction, in which each student is presented with tasks that are challenging but not too difficult, so that they have a high likelihood of receiving positive performance feedback on a daily basis. Interestingly, there are schools around the world that already teach micro-adaptively (e.g. OECD, 2013).