- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Noticing and Responding to Student Thinking for Equity
Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 112ASession Type: Symposium
Abstract
Responsive teaching centers noticing and responding to student thinking. We question if and how this vision of instruction can advance an equity agenda. The intersection of responsive and equitable teaching is explored in research on students’ epistemic agency, noticing student thinking and positioning, and ways of disrupting deficit perspectives of students’ participation and their opportunities to learn. Bringing an equity perspective to responsive teaching raises questions about whose ideas are given space in classroom discourse; how teachers shift attention away from dominant forms of thinking to elevate culturally diverse forms of knowledge; and how we theorize the social arrangements of classrooms that center equity in disciplinary rich discourse. This session takes up these questions from multiple theoretical perspectives.
Sub Unit
Chairs
Gil Schwarts, Weizmann Institute of Sciecne
Elizabeth A. van Es, University of California - Santa Barbara
Papers
Noticing Student Thinking as a Resource for Equitable Mathematics Instruction - Elizabeth A. van Es, University of California - Santa Barbara; Miriam G. Sherin, Northwestern University
Engaging Cultural, Relational, and Sociopolitical Considerations in Responsive Science Teaching - Allison Bradford, University of California - Berkeley; Sara Dozier, California State University - Long Beach; Emily Adah Miller, University of Georgia; Jennifer Richards, Northwestern University; Lama Ziad Jaber, Florida State University; Leema G. Berland, University of Wisconsin - Madison
Navigating the Complexities of Promoting Student Voice and Agency Through Collaborative Design of Problem-Based Lessons - Gil Schwarts, Weizmann Institute of Sciecne; Patricio G. Herbst, University of Michigan; Amanda Marie Milewski, University of Michigan
Toward Culturally Sustaining Approaches to Science Classroom Assessment - Erin Marie Furtak, University of Colorado - Boulder; Clarissa de Oliveira Deverel-Rico, BSCS Science Learning; Douglas Adam Watkins, Denver Public Schools
Developing Antideficit Noticing: Learning to “Prioritize Student Language, Student Thought, and Student Voice” - Heather J. Johnson, Vanderbilt University; Tara Barnhart, Chapman University; Miray Tekkumru-Kisa, RAND Corporation
Integrating Socio-Political Frameworks for Noticing to Support Equitable Transformation in College Mathematics - Christina Kimmerling, University of California - Irvine; Patricia Fuentes Acevedo, University of California - Irvine; Rossella Santagata, University of California - Irvine; Alessandra Pantano, University of California - Irvine; Roberto Pelayo, University of California - Irvine