Answering calls in recent reform documents to shape instruction in response to students ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both research and teaching. Case studies across the curriculum from elementary school through adult education illustrate the variety of forms this approach to instruction and learning can take, what is common among them, and how teachers and students experience it. The cases include intellectual products of students work in responsive classrooms and address assessment methods and issues. Many of the cases are supplemented with online resources (http://www.studentsthinking.org/rtsm) including classroom video and extensive transcripts, providing readers with additional opportunities to immerse themselves in responsive classrooms and to see for themselves what these environments look and feel like.
|
|
|
vii | |
|
|
|
ix | |
|
|
|
xi | |
| Preface |
|
xiii | |
|
1 What Is Responsive Teaching? |
|
|
1 | (35) |
|
|
|
|
|
|
|
|
|
2 A Review of the Research on Responsive Teaching in Science and Mathematics |
|
|
36 | (20) |
|
|
|
|
|
3 Examining the Products of Responsive Inquiry |
|
|
56 | (29) |
|
|
|
|
|
4 Understanding Responsive Teaching and Curriculum From the Students' Perspective |
|
|
85 | (20) |
|
|
|
5 Navigating the Challenges ofTeaching Responsively: An Insider's Perspective |
|
|
105 | (21) |
|
|
|
6 What Teachers Notice When They Notice Student Thinking: Teacher-Identified Purposes for Attending to Students' Mathematical Thinking |
|
|
126 | (19) |
|
|
|
|
|
7 The Role Subject Matter Plays in Prospective Teachers' Responsive Teaching Practices in Elementary Math and Science |
|
|
145 | (17) |
|
|
|
|
|
8 Attending to Students' Epistemic Affect |
|
|
162 | (27) |
|
|
|
9 Attention to Student Framing in Responsive Teaching |
|
|
189 | (14) |
|
|
|
|
|
10 Methods to Assess Teacher Responsiveness In Situ |
|
|
203 | (24) |
|
|
|
11 Documenting Variability Within Teacher Attention and Responsiveness to the Substance of Student Thinking |
|
|
227 | (22) |
|
|
|
|
|
|
|
|
| Epilogue |
|
249 | (6) |
|
|
| List of Contributors |
|
255 | (4) |
| Author Index |
|
259 | (6) |
| Subject Index |
|
265 | |
Amy D. Robertson is a Research Assistant Professor in the Department of Physics at Seattle Pacific University, USA.
Rachel E. Scherr is a Senior Research Scientist in the Department of Physics at Seattle Pacific University, USA.
David Hammer is a Professor in the Departments of Education and Physics & Astronomy and the Center for Engineering Education and Outreach at Tufts University, USA.
Biežāk uzdotie jautājumi par e-grāmatām