+ Improving Student Engagement Through Maximizing Opportunities to Respond Evidence-Based Learning

+ Improving Student Engagement Through Maximizing Opportunities to

Respond

Evidence-Based Learning

+Cloze Notes

Cloze notes are an effective way to engage students with saying, writing, doing.

•Cloze notes handout: Use your Cloze handout to take notes during this session. 

+

+Why is this clip so funny?

Pair-share: What would you suggest this teacher do to improve his practice?

+ Opportunities To Respond (OTR)/Student Engagement

The number of times the teacher provides academic opportunities that require students to actively respond.

Students are engaged through opportunities to respond when they are saying, writing, or doing.

When tied to learning objectives, these opportunities result in positive behavioral and academic outcomes and give the teacher insight into the students’ learning and understanding of the topic being studied.

Miller, 2009; Sprick, Knight, Reinke, & McKale, 2006, Kevin Feldman, 2011

+It’s not what THE TEACHER SAYS OR DOES that ultimately matters

It is what the STUDENTS DO as a result of what the teacher says and does that counts.

Dr. Kevin Feldman

+Remember the MEAT

Mandatory

Elicited by teacher

All students respond

Throughout the lesson

Shortly after science class started, the teacher announced, “We have a small block of ice and the same sized block of butter. Tell your neighbor which one would melt first.” A few seconds later the teacher said, “Please write down in one sentence, an explanation for your answer.” A few minutes later, the teacher told students to share with their neighbor what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked the class to raise their hand if they agreed with this answer. Then the teacher asked students to give a thumbs down if anyone disagreed, and so on. (Colvin, 2009, p. 48)

+Why do we care about OTR?

+Types of OTR

Individual—by oneself

vs.

Group—with others or while others do it

Verbal--Involves vocal output

vs.

Non-Verbal--Involves action (no verbalizations)

+Individual vs. Group OTR

Individual

Students working by themselves with teacher feedback

Allows teacher to know what EACH student thinks; targeted

Group

Students working in pairs, small groups, or as a whole class: choral response, partnering

Provides ALL students the opportunity to answer without “risk”; engages everyone

+ Choral Response: 100% of students giving short answers at the same time

Model the question and the way to respond

Ask a clear question with a single word or simple phrase answer

Give a clear signal for students to respond (allow think time for difficult responses)

Scan all mouths to assure all are responding, moving near non-responders

Give feedback on the group response

Perky pace

+ Precision Partner Talk: 100% of students giving longer or more complex answers at the same timePartners are assigned with a purpose

Give each partner a task (A respond/B counts words)

Given verbal stem (sentence starter) if needed

Monitor each partnership

Call on individuals only after all have answered

+ Verbal vs. Non-Verbal OTR

Orally answering a question

Sharing thoughts

Summarizing

Repeating

Writing

Performing an action

Moving about room

Verbal Non-Verbal

+ Non-Verbal OTR

Response Cards/Response Systems Yes-no, Red-green, ABCD

Movement Activities/Signaling Sit/Stand, Thumbs Up/Down, Other Action,

4 Corners

Guided Notes/Skeletal Notes

Graphic Organizers

White boards

+All means all

No opting out

In order to reach the bottom 20% (those who most often avoid responding), teachers need to have at least 95% of their students engaged.

+What it is not…

Quietly watching others

Listening

Waiting for your turn

More seat work

Killing time quietly

Posing a question in a way that provides most students an “opt out”

Starting a question with “Who can…”, “Does anyone know…” “Who knows…”

+What it is…

ALL students are doing, answering, speaking, writing, signaling, performing… showing in some way that they have interacted with the instruction.

Starting with Think about…Tell your partner Everyone, say the word Everyone write, then show Tell your partner how many steps there are in… You just heard a lot of information. Think about the

three main elements. Tell your partner why these elements are important to…

+

Let’s see some examples…

+7th Grade Video

As you watch the video, raise your response card when you see an OTR, red for Verbal, Green for Nonverbal

+

+

+

+Target Rate of OTR(Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G. (2008) )

New Material4-6 Responses per minute 80% accuracy

Practice9-12 Student responses per minute90% accuracy

+Other Practices that INCREASE OTR

Collaborative Learning

Explicit/Direct Instruction

“Cold Calling” – no hand raisingStrategically Track Who is Called OnKnow Your Students

No Opt Out

Vary Your Approach

+Track who is called on…

Seating chart

Draw names from a jar

Popsicle Sticks

PLAN IT!

+Application

In groups of 3 or 4, look at the lesson plan provided

Where can you use the OTR’s we have learned in each lesson?

What specific OTR would you use? Why?

+Now what…

You’ve just heard heard a lot of information.Think about the main elements of

opportunities to respond In 2-3 minutes, discuss with your

how you would teach someone else what OTRs are. Try to give examples in your explanations.

What strategy(ies) will you use on the first day of class? Why?

+SUMMARY:D.L.I.Q.

What did we DO today?

What did you LEARN?

What was INTERESTING to you?

What QUESTIONS do you still have?

+References

Blackwell, A.J. & Mclaughlin, T.F. (2005). Using guided notes, choral responding, and response cards to increase student performance. The International Journal of Special Education, 20, 1-5.

Conroy, M.A., Sutherland, K.S., Snyder, A.L., & Marsh, S. (2008). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40, 24-30.

Haydon, T., Borders, C., Embury, D., & Clarke, L. (2009). Using effective instructional delivery as a classwide management tool. Beyond Behavior, 18, 12-17.

Haydon,T., Mancil, G.R., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32, 267-278.

Missouri Schoolwide Positive Behavior Support (n.d.) Effective classroom practice: Active engagement of students: Multiple opportunities to respond. Retrieved from http://pbismissouri.org/class.html

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G. (2008) Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31 (3), 351-380.