Educating for the future: A conceptual framework of responsive pedagogy

Smith, Kari; Gamlem, Siv M.; Sandal, Ann Karin; Engelsen, Knut Steinar

doi:10.1080/2331186x.2016.1227021

Cited by 54 publications

(55 citation statements)

References 41 publications

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“…To develop pupils' skill for analysis and inquiry, teaching requires teachers to possess both a deep knowledge of content as well as flexibility in their presentation and utilization of this knowledge (Bransford et al, 2000). The use of responsive pedagogy as an approach aiming at developing pupils' feedback for strengthen self-regulated learning and the experience of self-efficacy to enhance learning (Smith et al, 2016) seems to be an opportunity of generally low quality in the observed lessons (N = 115). This is due to scores in low range for dimensions as regard to adolescent perspectives, quality of feedback, instructional dialogue, and content understanding.…”

Section: Class-s Scorementioning

confidence: 99%

“…The study builds on a social cognitive perspective of learning (Bandura, 1997;Bransford, Brown, & Cocking, 2000;Zimmerman, 2000a). Furthermore, a future perspective on education is taken by adopting a comprehensive definition of the concept "responsive pedagogy" as explained by Smith, Gamlem, Sandal, and Engelsen (2016). Responsive pedagogy is a pedagogical approach aiming at developing pupils' self-regulation and the experience of self-efficacy to enhance learning in the present, as well as preparing pupils for learning for the future.…”

Section: Introductionmentioning

confidence: 99%

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Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

Gamlem

2019

Sage Open

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The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.

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Section: Class-s Scorementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

Gamlem

2019

Sage Open

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“…Focusing on voice, therefore, can facilitate more engagement in students' learning (Cook-Sather, 2002;Pianta et al, 2012). Teachers' regard for adolescent perspectives in student learning also has the potential to empower students to take leadership and responsibility and see the future need and value of their own skills (Bransford, Brown, & Cocking, 2000;Bru et al, 2010;Smith, Gamlem, Sandal, & Engelsen, 2016;Pianta et al, 2012), as well as allow them to explore their passions and take pride in their own ideas and opinions (Cook-Sather, 2002).…”

Section: Regard For Adolescent Perspectivesmentioning

confidence: 99%

“…Researchers have investigated the dialogic nature of feedback practices (Gamlem & Smith, 2013;Gamlem & Munthe, 2014;Steen-Utheim & Wittek, 2017). In this context, the concept of responsive pedagogy has highlighted how recursive dialogues between learners' internal feedback and external feedback provided by significant others can support a dialogic focus on the perspectives of adolescents and young learners (Smith et al, 2016;Vattøy & Smith, 2019). However, using assessment as a pedagogical tool requires that schools and society embrace a culture of assessment for learning (Black & Wiliam, 2018;Smith, 2015).…”

Section: Regard For Adolescent Perspectives In Feedback Dialogues In mentioning

confidence: 99%

Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools

Vattøy

Gamlem

2019

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The teacher is a key agent in facilitating for adolescent perspectives during lessons. Feedback dialogues have an inherent capacity to capitalise on or undervalue adolescent perspectives in instruction and learning. The present study focused on lower-secondary school teachers’ regard for adolescent perspectives in feedback dialogues with students in lessons on English as a foreign language (EFL, n = 65) and mathematics (n = 113). The data material consisted of video recordings coded with the regard for adolescent perspectives dimension in the Classroom Assessment Scoring System–Secondary Manual. Teacher–student interactions in both EFL and mathematics lessons generally showed scores in the low range for regard for adolescent perspectives. The mathematics lessons had consistently lower scores for quality. Four cases represented the maximum and minimum mean scores for the dimension, regard for adolescent perspectives, in the observed lessons. These cases provided examples of episodes when teachers either succeeded or failed to make room for adolescent perspectives in teacher–student interactions. The results indicate that attention to adolescent perspectives seems to be a neglected aspect of feedback dialogues in lower-secondary school.

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“…Several studies have attempted to pinpoint the various forms of mediation that affect students' progress within a ZPD (Del Rio & Alvarez, 2007;Smagorinsky, 2007;Thompson, 2012): among the methods are direct instruction from a teacher or more capable peer and feedback that offers guidance on performance. In an attempt to emphasise the importance of an educational dialogue in which feedback is central, Smith and colleagues introduced the concept of responsive pedagogy comprising recursive dialogue between the learner's internal feedback and external feedback provided by significant others (Smith et al, 2016). An essential part of responsive pedagogy is an explicit intention of the teacher to make learners believe in their own competence and the ability to complete tasks to enhance students' capacity to learn.…”

Section: Facilitating the Writing Processmentioning

confidence: 99%

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Engeness

2018

Technology, Pedagogy and Education

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She has written about and her research interests include:  Technology and English Language Learning: The role of digital and other mediational tools in English language learning, educational technology; computer-supported collaborative learning (CSCL);  Assessment for Learning: development of writing skills in English, writing process, formative assessment, feedback  Learning and Development: Cultural-historical theory, agency of students and teachers, learning to learn approach AcknowledgementsThis study was funded by the Abstract The study provides an insight into how technology may affect teachers' facilitating of the writing process which was examined and compared when Norwegian Upper Secondary School students wrote essays about English as a Global Language through multiple drafts with feedback received from the computer-based essay critiquing system (EssayCritic) (target class) and from collaborating peers (comparison class). Quantitative and qualitative analyses of the teachers' assistance draw on Galperin's conceptualisation of learning. Findings reveal patterns in the teachers' guidance in both conditions and outline the differences arising from the use of EssayCritic: by interacting with EssayCritic the teacher assisted the learners in completing the specific task, although little attention was paid to the development of their assessment for learning (AfL) skills. However, in the comparison class the teacher paid attention to the development of students' AfL skills by emphasising the general approach to the analysis and the essential requirements of the essays. The study, therefore, raises questions about the need for practitioners' awareness of whether the technology supports the development of, for example, AfL skills required in English writing classes.

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Educating for the future: A conceptual framework of responsive pedagogy

Cited by 54 publications

References 41 publications

Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

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