- Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse (NSF DRL 1417757). We are currently in the midst of designing and piloting online modules for inservice K-2 teachers about the disciplinary practices of modeling and argumentation. Our design is centered around 1) analysis of student thinking, 2) engagement in the practices as learners and in relation to classroom examples, and 3) collaboration around common instructional activities that teachers try in their settings. In partnership with the Teaching Channel and researchers at Northwestern University, we will continue to create and refine materials and modules for primary teachers and share insights with the research community. (Check out one of the project's videos on scientific modeling in the early grades!)
- Building Capacity for Science Standards through Networked Improvement Communities (NSF DRL 1315995). In this research-practice partnership, we are working with teams of middle and high school science teachers and specialists to improve science learning and teaching. Through Studio Days, ongoing work with practical measures to inform instruction, and varied structures for sharing insights across schools, we are developing systemic capacity to learn and improve together. (October 2016 story on the project.)
- Come check out a structured poster session on varied approaches to supporting responsive teaching in science and mathematics. You'll learn about 11 unique approaches spanning varied contexts across the country and participate in consideration of key questions, such as the assumptions underlying different approaches and what counts as evidence of effectiveness.
- See what we're learning about modeling with K-2 teachers in practice-based online courses!
I work with K-12 science teachers in educational and professional development settings to support student engagement in ongoing, collective sense-making about scientific phenomena. To engage in sustained sense-making, students need opportunities to grapple with their own ideas about phenomena, and to participate in practices like argumentation, experimentation, or model-building in service of refining their ideas. In turn, to provide such opportunities, teachers need to responsively work on and with students' ideas - to understand the meaning that students are making and identify and marshal productive opportunities within student thinking. My primary research interest is understanding the development and take-up of responsive teaching practices with science teachers across varied settings.
Richards, J. & Robertson, A. D. (2016). A review of the research on responsive teaching in science and mathematics. In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive Teaching in Science and Mathematics. Teaching and Learning in Science Series. New York, NY: Routledge.
Richards, J., Johnson, A., & Nyeggen, C. G. (2015). Inquiry-based science and the Next Generation Science Standards: A magnetic attraction. Science and Children, 52(6), 54-58.
AERA 2017 in San Antonio