Responsive facilitation is an interactive orientation to formal learning that requires an individual to assume a variety of roles and to be comfortable with diverse methodologies. The major roles assumed are coach, consultant, critic, and counselor. As illustrated by the redesign of an introductory computer science course, these practices can be carried on together in a consistent and mutually supportive fashion. The coach/professor meets with teams of students to give advice and encouragement, provides feedback and suggests additional resources, reads project proposals, and writes a response with suggestions. After the proposal has been evaluated and returned, the professor switches to the role of consultant. The consultant clarifies details, initiates discussion of problems of general interest in class, handles difficult problems after class, and supplements in-class consulting with scheduled office hours. As a critic, the professor provides feedback on the proposal and evaluates the finished project. The counseling function requires patience and compassion. The roles can co-exist, provided the roles are discussed with the students. Through the discussion of roles, learners come to understand the shared responsibility of learning and the organizational reality of differential evaluation (grades). (YLB)