Co-Design for Teaching Learning: Developing and Using Tools to Study Responsive Teaching

• In Event: Teacher Inquiry and Collaboration to Support Pedagogical Innovations

Abstract

This qualitative study uses key elements of design based implementation research and improvement science to understand teachers both as learners and as experts with valuable experience and ideas to contribute. The co-design team engaged in plan-do-study-act (PDSA) cycles to design, test, and refine responsive teaching strategies. This paper describes the inquiry structure and tools the team created and used which supported teachers in enacting new practices, engaging in new forms of collaboration with each other, reflecting on their teaching practice, and raising and discussing dilemmas. This study adds to the professional development literature by providing an example of how the PDSA structure and tools mediated teacher learning and suggests that teacher-student relationships can be studied and improved through systematic inquiry.

Author

• Ashley Seidel Potvin, University of Colorado - Boulder