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54.044 - Exploring Varied Approaches to Supporting Responsive Teaching in Science and Mathematics
Sun, April 30, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 221 DSession Type: Structured Poster Session
Abstract
Responsive teaching – making sense of the substance and productivity of students’ ideas about disciplinary phenomena and responding in ways that take up these ideas – is a hallmark of effective instruction that supports deep, equitable disciplinary learning and engagement. However, focusing on students’ ideas while teaching can be challenging. Teacher education and professional development efforts have taken varied approaches to support teachers in noticing, interpreting, and responding to the substance of students’ ideas. This interactive structured poster session brings eleven approaches into conversation with one another, allowing participants to get a sense for the breadth of approaches, synthesize key commonalities and distinctions across them, and unpack underlying assumptions about the nature of responsive teaching and teacher learning.
Sub Unit
Chair
Papers
1. Prioritizing Practice in Professional Development: Anticipating, Noticing, and Questioning Children's Mathematical Thinking - Victoria R. Jacobs, University of North Carolina - Greensboro; Susan B. Empson, University of Missouri - Columbia; Kristen D'Anna Pynes, The University of Texas - Austin; Amy Hewitt, The University of North Carolina at Greensboro; Naomi Jessup, University of North Carolina - Greensboro; Gladys Krause, The University of Texas - Austin
2. Encouraging Responsive Science Teaching in a Video Club - Tara Barnhart, California State University - Fullerton; Elizabeth A. van Es, University of California - Irvine
3. Attending to the Substance of Ideas in Doing and Teaching Science - Lama Ziad Jaber, Florida State University; Vesal Dini, Tufts University; David Hammer, Tufts University; Ethan Danahy, Tufts University
4. Using Responsive Teaching to Turn Teacher Attention to Student Epistemic Agency - Leema G. Berland, University of Wisconsin - Madison; Rosemary Russ, University of Wisconsin - Madison
5. Noticing for Equity - Victoria M. Hand, University of Colorado - Boulder; Quinton Andre Freeman, Independent Scholar; Elizabeth A. van Es, University of California - Irvine; Janet Mercado, University of California - Irvine
6. Cultivating Interpretive Power in Science Teaching - Ann Rosebery, TERC; Beth M. Warren, Boston University; Eli Tucker-Raymond, TERC
7. Characterizing Responsiveness in Middle-Grades Mathematics Classrooms - Jessica Pierson Bishop, Texas State University; Julia Przybyla-Kuchek, University of Georgia - Athens; Hamilton Hardison, University of Georgia - Athens
8. Learning to Teach Responsively: Assessing Progress in Practice-Based Middle-Level Science and Mathematics Teacher Education - Daniel M. Levin, University of Maryland - College Park; Alexander Kammerer, University of Maryland - College Park; Hannah Elizabeth Jardine, University of Maryland - College Park; Janet Dawn Kim Walkoe, University of Maryland
9. Coaching as a Model to Support Beginning Teachers' Responsiveness to Student Sensemaking - Christa Haverly, Michigan State University; Christina V. Schwarz, Michigan State University; Angela Calabrese Barton, Michigan State University; Melissa Braaten, University of Colorado - Boulder
10. Teacher Time Out: Examining a Routine That Supports Collective Learning and Innovation in Teaching Mathematics - Elizabeth Hartmann, University of Fukui; Allison Beth Hintz, University of Washington - Bothell; Elham Kazemi, University of Washington
11. A Responsive Approach to Supporting Preservice Physics Teachers in Enacting Responsive Teaching - Amy Robertson, Seattle Pacific University; Jennifer Richards, University of Washington