The workshop “Systematic observation in educational research” was held 26.-27. sept in Stavanger.
A group of researchers representing RespMath, CIESL and TwoTeachers hosted the workshop for participants from the UK, Finland, Germany, USA and Norway.
Associate professor Siv M. Gamlem participated from the RespMath team.
A poster and two delegates from RespMath was the recipe for success at the EARLI 2017 conferece in Tampere (FI).
Professor Kari Smith and associate professor Siv Måseidvåg Gamlem enjoyed meeting academics from all over the world, and sharing experiences from the RespMath project.
This was a great conference for the RespMath team, with many exciting meetings, presentations and a high level of interest and engangement for our project, Gamlem says.
Professor Kari Smith giving a keynote at EARLI 2017
In addition, Kari Smith also gave a keynote on “Moving beyond rhetoric: A culture to substantiate research based teacher education”.
We would like to invite researchers that use systematic observations in their work to a workshop about systematic observation in educational research, to share experiences, discuss ongoing work and planned studies.
A group of researchers at the University of Stavanger and Volda University College host the workshop. They represent four projects funded by The Research Council of Norway that use Classroom Assessment Scoring System (CLASS). The workshop will particularly address research using CLASS, but will also be relevant for researchers using similar protocols.
Date and location: 26.-27. September 2017, Clarion hotel, Arne Rettedals gate 14, Stavanger, Norway Continue reading
The paper “Responsive Pedagogy and Student Learning in Mathematics” was presented by RespMath members at a roundtable discussion at AERA2017 (San Antonio, TX).
In RespMath we assume there is more to learning than improving content achievements.
An aim in this project is to develop new understandings and knowledge of the relationship between responsive pedagogy, defined as feedback practice, and students’ learning in Mathematics, defined as achievements, self-regulation skills and self-efficacy.
Students’ belief in their own capacity to learn and their skills in regulating their own learning are crucial to developing independent learners learning for the future. Developing knowledge about how responsive pedagogy can strengthen students’ learning by engaging learners in dialogues to meet their emotional and cognitive needs is a major challenge for today’s schools.
We are proud to announce that among 13,000 submissions, the RespMath team were selected to present a paper at the AERA annual meeting in April 2017.
We are also excited to present the project at the Earli 2017 conference in August.
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Our panel of international experts gathered in Bergen to a two-day intense meeting with the RespMath research team.
The advisory group was informed of the current status of the project, and the detailed plan on how the results will be analyzed and disseminated. Project manager, professor Knut Steinar Engelsen is very satisfied with the discussions.
– We got invaluable feedback on how to move the project forward, and the project group were eager to discuss important aspects of the project with experts in research fields related to the project design.
The RespMath project is currently in the middle of the intervention period, and 10 schools, approximately 40 teachers and about 1000 students are involved in the intervention. The aim is to aid the teachers in developing assessment for learning (AfL) competencies in mathematics.
AfL is about teacher utilizing assessment information in order to inform and develop own teaching, and about engaging the student in a learning dialogue about own learning needs. We choose to call this responsive pedagogy.
Read more about the international advisory group.
To our participating schools,
Thank you for your cooperation and enthusiasm during our meetings and research activities this year. We are deeply grateful that you have chosen to be a part of the RespMath project, and we look forward to work together in 2017.
To everyone following this research journey,
Thank you for your support and interest in our research! Although we are in the midst of the data collection, we already see some incredible outcomes as we speak. For instance, we are now planning our contribution at the AERA 2017 conference, where we have been invited to present our paper.
From all of us at the RespMath research team,
Merry Christmas and Happy New Year!
Den 22. november fekk alle som er involverte i RespMath møte den verdskjente professoren i matematikkdidaktikk, Anna Sfard frå Universitetet i Haifa, gjennom eit seminar over to timar. Sfard tok deltakarane med inn i ei utforsking av kva som er naudsynt og korleis vi snakkar matematikk, og då med spesiell merksemd til uformell bruk av algebra og korleis elevane møter samtalar om formal algebra.
Sfard viste med døme korleis samtalar om algebra kan ta ulike former, frå daglegtale til meir symbolsk språk og det blei gode diskusjonar om kva dette gjorde med elevane og deira læring. Ho ga også eit innblikk i historia bak utviklinga av algebra, og korleis denne delen av matematikken oppsto.
Lærarane deltok ivrig i samtalane med Sfard, og det oppsto innsiktsfulle og viktige diskusjonar med høg relevans for prosjektet.
We are happy to announce that our first article is published in Cogent Education. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment.
READ MORE: Educating for the future: A conceptual framework of responsive pedagogy (full article).
Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it does not prepare for life-long learning in a per today not definable future.
The main goal of today’s schooling should be to support students in learning how to go about learning. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment.
The concept responsive pedagogy used in this paper is the recursive dialogue between the learner’s internal feedback and external feedback provided by significant others.
The core of responsive pedagogy is the explicit intention of the teacher to make learners believe in their own competence and ability to successfully complete assignments and meet challenges, to strengthen students’ self-efficacy, and to increase their overall self-concept.
Responsive pedagogy is hypothesised to impact achievements positively, yet this needs to be carefully researched.
Today’s schools should prepare for tomorrow, and educate independent self-regulated learners who believe in their own capacity to engage in continuous learning and knowledge production.