Transcript File - CSD PEAKS Team

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Improving Student Engagement
Through
Maximizing Opportunities to
Respond
Evidence-Based Learning
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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.
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Why is this clip so funny?
 Pair-share:
What would you suggest
this teacher do to improve his
practice?
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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
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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
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Remember the MEAT
Mandatory
Elicited
All
by teacher
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)
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Why do we care about OTR?
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Types of OTR
 Individual—by
oneself
vs.
 Group—with
others or while others
do it
 Verbal--Involves
vocal output
vs.
 Non-Verbal--Involves
verbalizations)
action (no
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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
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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 time
 Partners
are assigned with a purpose
 Give
each partner a task (A respond/B
counts words)
 Given
verbal stem (sentence starter) if
needed
 Monitor
 Call
each partnership
on individuals only after all have
answered
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Verbal vs. Non-Verbal OTR
Verbal
 Orally
answering
a question
 Sharing
thoughts
 Summarizing
 Repeating
Non-Verbal
 Writing
 Performing
an
action
 Moving
room
about
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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
 Graphic
 White
Notes/Skeletal Notes
Organizers
boards
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All means all
 No
 In
opting out
order to reach the bottom 20% (those
who most often avoid responding),
teachers need to have at least 95% of
their students engaged.
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What it is not…
 Quietly
watching others
 Listening
 Waiting
 More
for your turn
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…”
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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…
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Let’s see some examples…
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7th Grade Video
As you watch the video, raise
your response card when you
see an OTR, red for Verbal,
Green for Nonverbal
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Target Rate of OTR
(Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G. (2008) )
 New
Material
 4-6 Responses per minute
 80% accuracy
 Practice
 9-12
Student responses per minute
 90% accuracy
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Other Practices that INCREASE OTR
 Collaborative
Learning
 Explicit/Direct
Instruction
 “Cold
Calling” – no hand raising
 Strategically Track Who is Called On
 Know Your Students
 No
Opt Out
 Vary
Your Approach
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Track who is called on…
 Seating
 Draw
chart
names from a jar
 Popsicle
 PLAN
IT!
Sticks
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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
Why?
specific OTR would you use?
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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?
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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?
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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.