Responsive Teaching

by Harry Fletcher-Wood

This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students, Effective practical strategies to address each of these problems across a range of subjects, Useful examples of each strategy in practice and accounts from teachers already using these approaches, Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.

Genres: Education, Teaching, Nonfiction

168 pages, Paperback

Published June 5, 2018

Reviews

[Seán Mchugh · Rating 4 out of 5]

A thoroughly practical book which is, very importantly, not too long; although I did find it hard going at points as there is sometimes a tendency to belabour practical points, but I suppose that’s also possibly because the book is I think partly aimed at relatively new teachers. I hate to sound like an old grump, but I feel that his over reliance on creating hinge questions and devising multiple-choice questions is a little naive. This is such a fundamentally difficult process to facilitate and manage effectively in schools that if you’re going to pitch your success in teaching around these you’re in danger of failing completely.

In many ways this is effectively a summation of the advice Dylan William has been giving for many years so you could think of this book as a “best of“ approach to the advice he is given in his books in his teacher training ideas/workshops, and in his tweets online, so if you’re already a fan you’ll find this book much easier to digest, and much of the advice in embedded in his pages will be very familiar. I would put myself in this category although I am increasingly less comfortable with the more reductionist retrogressive ‘back to basics’ approach that he’s been advocating in recent years. This probably explains this segue to my final gripe...

There appears to me to be an implicit bias towards high-stakes secondary school teaching with its implied acceptance of the kinds of teaching practices that facilitate higher performance in examinations. I’d have liked to see more attention paid to more affective/qualitative teaching practices and assessment approaches, but I guess that would’ve made the book longer!

[Adam Crossley · Rating 5 out of 5]

This book has given me several extremely practical and well-researched ideas about teaching that I am now exploring.

There are a few things I disagree with. I don't necessarily think this is the only way to teach well, and that the focus on just one main thing per lesson is perhaps a bit idealistic, or reductive. Nevertheless, just asking the question is helping me focus more.

Having an upswing at the end of lessons with a strong around an exit ticket that is revisited next lesson is creating stronger cohesion and purpose across lessons. The section on how to respond to exit ticket data is excellent. Finally the section on how time is spent grading is a game changer. It is causing me to move in a direction that is both more time efficient and more supported by research.

I'm absolutely pleased with the direction my teaching is going as a result of reading this clear and well-supported book.

[robertjwbrown · Rating 5 out of 5]

A great book with practical application of formative assessment from a cognitive learning science perspective that helps teachers refine their approach to fundamental challenges in the classroom.

Being written by an experienced teacher, it is firmly grounded in reality as it ensures teachers can offer students an authentic learning environment in a sustainable way. The book balances evidence-informed principles and practical suggestions with useful examples of what each strategy discussed in practice looks like.

Lots to think about and will be worth a few re-read to consolidate the rich information within. Good stuff.

[North Landesman · Rating 5 out of 5]

An excellent book for teachers wishing to improve their practice. Full of good evidence and helpful tips. Much of it involves curriculum design and formative assessment. Short, to the point, and easy to understand and read.

[Olivia · Rating 3 out of 5]

What I liked about this was that it was a good mixture of theory and practical ideas of how to be a ‘responsive’ (reflective, adaptive, focusing on every child) teacher. What I didn’t like was the implied assumption that everyone was a ‘bad’ (unresponsive) teacher - a little condescending.

[Zdenek Kubik · Rating 2 out of 5]

První kapitola mě celkem zaujala, ale jak jsem knihou postupoval dál a dál, čím dál víc jsem si uvědomoval, že je to hrozná slátanina. Vnímám ji jako pokus zabalit "starou dobrou" frontálku do moderního hávu. Z mého pohledu zpátečnické, alibistické, takže v podstatě nepoužitelné.

[Nic · Rating 5 out of 5]

6-7 stars. Would give this more stars if I could.

[Rob Brown · Rating 3 out of 5]

Raised an interesting question regarding see of summative assessments formatively. Good purpose of having teachers plan medium term. But I thought there were some flaws in thought throughout.

[Claire Lowe · Rating 5 out of 5]

Excellent practical read very helpful.going to use across our Trust to support teaching and learning

[Mel · Rating 4 out of 5]

Great book, common sense approaches with clear unpretentious discussions around what works in the classroom.