1st Edition
Responsive Teaching for Sustainable Learning A Framework for Inclusive Education
Drawing on Australian and international research, this book presents teaching and support strategies for educators to be responsive to the particular learning needs of each of their students and deliver quality inclusive education in a sustainable way.
Based on the Responsive Teaching Framework, an instructionally-focused approach for teaching that is evidence-based, purposeful, and responsive to students' learning needs, this book assists teachers to build on their current capabilities and strengthen their expertise to ensure that every student in their classrooms can be an effective learner. Part I of the book explains the theoretical and practical basis of Sustainable Learning as a way of thinking about inclusive education through a focus on responsive teaching. Part II unpacks each of the eight steps of the Responsive Teaching Framework. These chapters focus on the reflective questions that guide responsive practice, from whole class and individual student perspectives, outlining practical strategies that can be used, as well as the assessment practices and evidence-gathering needed to support each step of the responsive teaching process. Part III examines the influences that school leaders have on inclusive practice and proposes a Responsive Leadership Framework (RLF). The RLF aligns with the Responsive Teaching Framework to provide a shared language and deepen understanding of Responsive Teaching for Sustainable Learning.
Written for practising educators, school leaders, and postgraduate students, Responsive Teaching for Sustainable Learning delivers models for inclusive, sustainable teaching practice in an easily accessible format.
Part 1: The foundations of responsive teaching For sustainable learning 1. Sustainable learning 2. The responsive teaching framework 3. Evidence-based practice 4. Layers of responsive teaching Part 2: Using the Responsive Teaching Framework 5. RTF 1 What frameworks do I need to consider? 6. RTF 2 What do I bring as teacher? 7. RTF 3 What do my students bring as learners? 8. RTF 4 What do I need to teach now? 9. RTF 5 How do I teach for all my learners? 10. RTF 6 How do I gather evidence of student learning? 11. RTF 7 How do I use feedback to support learning? 12. RTF 8 How did my teaching support my students’ learning? Part 3: Leadership for Responsive Teaching & Sustainable Learning 13. Leadership principles 14. The Responsive Leadership Framework 15. Conclusion
Biography
Jeanette Berman has been a teacher, school psychologist, and teacher educator in Australia, and teacher of educational psychologists in Aotearoa New Zealand. Since retirement she is Principal Fellow in the Learning Intervention team at The University of Melbourne. Jeanette received an Order of Australia Medal for services to education in 2023.
Lorraine Graham is Professor of Learning Intervention at The University of Melbourne. Her work focuses on the effective teaching of students with learning difficulties, sustainable learning, self-regulation, and teacher professional learning. Lorraine received recognition as a Member of the Order of Australia for her contributions to inclusive learning in 2023.
Anne Bellert is Senior Lecturer in Learning Intervention. She has over a decade of experience in advising school leaders and teachers about the inclusion of students with disabilities in school settings, and a further decade of experience in Initial Teacher Education and postgraduate teaching in inclusive education and leadership.
Lisa McKay-Brown is an Associate Professor in Learning Intervention and has extensive experience as a teacher working in a range of education settings with a particular focus on students with disability. Her research intersects health and education, and focuses on school attendance problems, positive behaviour support, and inclusive education.
‘This very important book addresses the complexity of classroom learning and provides a unique characterisation of inclusive teacher practice as Responsive Teaching for Sustainable Learning. Importantly, it focuses on research-based, practical examples and reflective questions to develop more effective teaching that effectively supports learning for all students. It is also a practical guide for leaders to strengthen inclusive education across their educational settings.’
Professor Jim Watterston, Dean of the Melbourne Graduate School of Education, University of Melbourne, Australia.
‘Every child brings unique attributes to the classroom, and we teach groups of them in a class – How do we reconcile the dilemma of teaching each while teaching all? Berman, Graham, Bellert, and McKay-Brown provide the answer in Responsive Teaching for Sustainable Learning. Their model is based on 8 reflective questions, learning for all, and responsive differentiation. I have long been looking for the book that tells me how to teach all kids as I would teach kids with special needs (not the other way around), and finally I have found it. This book makes an extraordinary contribution to how we think, do, evaluate, and esteem the gifts of every child.’
Emeritus Laureate Professor John Hattie, Chair of the Australian Institute for Teaching and School Leadership and Co-Director of the Hattie Family Foundation, Australia.
‘Responsive Teaching for Sustainable Learning is a must read for any teacher who sees the possibilities and capabilities of every student. Evidence informed, values driven and filled with practical guidance, the book uses an inquiry framework to generate critical thinking around responsive teaching and learning that lasts – so central in building authentic ‘inclusion’.’
Professor Anne Graham, AO, Director of the Centre for Children and Young People, Southern Cross University, Australia.
‘How refreshing to find a book that explores responsive teaching and sustainable learning in classrooms and schools where "diversity just is", where educational leaders and teachers value that richness and know that together they can transform lives and shape a more inclusive society. This well-informed book offers much to teachers and teacher educators who know the importance of context and are seeking theoretically rich, evidence-based approaches to assessment, teaching and learning centred on the idea that all students have rights, belong and are capable learners.’
Dr Jude Macarthur, Senior Lecturer, University of Auckland, Aotearoa New Zealand and Governing Committee member for the Inclusive Education Action Group.
