Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning

Jennifer Richards

Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning

Jennifer Richards^*

^*Corresponding author for this work

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

5 Scopus citations

Abstract

Meaningful professional learning (PL) for teachers needs to center their assets, aims, and needs while also bringing them into conversation with research-based instructional approaches that support student learning. In service of facilitating meaningful PL, this study introduces and aims to develop characterizations of focused responsiveness in PL. I draw on multiple literature bases and interviews with science teacher leaders who facilitated professional learning communities to build understandings of what focused responsiveness to teachers may entail and look like in PL, and associated tensions. Deeper understanding of this approach has the potential to contribute to the design and enactment of PL environments that value teachers as highly knowledgeable professionals and experienced co-generators of their own learning.

Original language	English (US)
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	985-988
Number of pages	4
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/6/22 → 6/10/22

Funding

Many thanks to the teacher leaders in this study for their dedication and insights. I would also like to thank Miray Tekkumru-Kisa for her partnership in helping to conceptualize focused responsiveness in PL facilitation.

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Richards, J. (2022). Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 985-988). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Richards, Jennifer. / Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 985-988 (Proceedings of International Conference of the Learning Sciences, ICLS).

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abstract = "Meaningful professional learning (PL) for teachers needs to center their assets, aims, and needs while also bringing them into conversation with research-based instructional approaches that support student learning. In service of facilitating meaningful PL, this study introduces and aims to develop characterizations of focused responsiveness in PL. I draw on multiple literature bases and interviews with science teacher leaders who facilitated professional learning communities to build understandings of what focused responsiveness to teachers may entail and look like in PL, and associated tensions. Deeper understanding of this approach has the potential to contribute to the design and enactment of PL environments that value teachers as highly knowledgeable professionals and experienced co-generators of their own learning.",

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language = "English (US)",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

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Richards, J 2022, Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 985-988, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/6/22.

Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning. / Richards, Jennifer.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 985-988 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - Meaningful professional learning (PL) for teachers needs to center their assets, aims, and needs while also bringing them into conversation with research-based instructional approaches that support student learning. In service of facilitating meaningful PL, this study introduces and aims to develop characterizations of focused responsiveness in PL. I draw on multiple literature bases and interviews with science teacher leaders who facilitated professional learning communities to build understandings of what focused responsiveness to teachers may entail and look like in PL, and associated tensions. Deeper understanding of this approach has the potential to contribute to the design and enactment of PL environments that value teachers as highly knowledgeable professionals and experienced co-generators of their own learning.

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Richards J. Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 985-988. (Proceedings of International Conference of the Learning Sciences, ICLS).

Exploring Focused Responsiveness as an Approach to Facilitation in Professional Learning

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ASJC Scopus subject areas

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