Transcript Verbal Responses - pbisclassroomsystems

Classroom Systems
School-wide PBIS
Opportunities to Respond
Chris Borgmeier, PhD
Portland State University
[email protected]
www.pbisclassroomsystems.pbworks.com
Opportunities to Respond - OTR
• An instructional question, statement or gesture made by the
teacher seeking an academic response from students. Can be
provided individually or to whole class.
• Sprick, Knight, Reinke & McKale 2006
• The number of times the teacher provides academic requests that
require students to actively respond.
• Teacher behavior that prompts or solicits a student response
(verbal, written, gesture).
• Includes strategies for presenting materials, asking questions, and
correcting students’ answers to increase the likelihood of an active
response.
Active Participation - Why?
Opportunities to respond related to:
• Increased academic achievement
• Increased on-task behavior
• Decreased behavioral challenges
Caveat
• Only successful responding brings these results
Initial Instruction - 80% accuracy
Practice/Review - 90% or higher accuracy
Anita Archer
OTR Guidelines
• Teacher talk should be no more than 40-50% of
instructional time.
• New material: a minimum of 4-6 responses per minute
with 80% accuracy.
• Review of previously learned material: 9-12 responses
per minute with 90% accuracy.
• (CEC, 1987; Gunter, Hummel & Venn, 1998)
Multiple opportunities for student
responses
Feedback
works 2
ways:
Not Only from
the teacher to
the student,
but
From the
student to the
teacher
One Way
Input
Input
Input
Input
Input
Input
Input
See you
tomorrow
Better Way
Input
Question
Response
Feedback
Input
Question
Response
Feedback
By giving a chance
for multiple
responses,
students are
retrieving,
rehearsing and
practicing what
has been taught.
Activity: Personal Reflection
• Think about the amount of opportunities to
respond you gave your students during the most
recent day you taught.
• How would you compare to these response
guideline?
• New material–a minimum of 4-6 responses per minute
with 80% accuracy.
• Review of previously learned material–8-12 responses
per minute with 90% accuracy
Opportunities to Respond
Critical Features
• Strive for all students to participate: reduce reliance on
student volunteer responses & increase random
selection of responders to keep students actively
engaged
• Choose strategies that best fit your style and
instructional content, structure and activities
• Use wait time of 3-5 seconds before students respond to
increase participation
• Use clear, consistent prompts to elicit responses
effectively
Verbal Responses - Individual Turns
• Less desirable practices
#1. Calling on volunteers
Guidelines:
• Call on volunteers only when answer relates to personal experience
• Don’t call on volunteers when answer is product of instruction or
reading
Randomly call on students
#2. Calling on inattentive students
Guidelines:
• Don’t call on inattentive students
• Wait to call on student when he/she is attentive
• To regain attention of students:
• Use physical proximity
• Give directive to entire class
• Ask students to complete quick, physical behavior
Anita Archer
Procedural Steps for using OTR
1) Identify context, subject for increasing engagement &
on-task behavior
2) Choose the strategy(ies) that best fit your for need for
increasing OTR;

chorale responding, partner responding, and non-verbal
responding
3) Teach and rehearse the Response Strategy

Prompt  Wait time  Response Cue  Response
4) Reinforce correct response with behavior specific praise
or provide corrective feedback for incorrect response.
Strategies to increase OTR
Increasing Active Participation
Opportunities to Respond
Verbal Responses
Written Responses
Action Responses
All Students Respond. When possible use
response procedures that engage all students.
Anita Archer
Verbal Responses- Individual Turns
• Individual Questioning – calling on students unpredictably
heightens student attention
• Procedures for Random Selection of students
Procedure #1 - Call on students in different parts of room
Procedure #2 - Write names on cards or sticks
Procedure #3 - Use ipad or iphone app (e.g., Teacher’s Pick, Stick Pick, or
Pick Me!)
Procedure #4 - Use two decks of playing cards. Tape cards from one deck
to desks. Pull a card from other deck and call on student.
 Use above random strategy, and call on a student to repeat or summarize
what the student just said.
Anita Archer
General Recommended Response Format
Verbal Responses - Individual Turns
1) Ask a question
2) Raise your hands to indicate silence
3) Give thinking time
4) Cue Response
•
Individual Student response, Chorale response,
Response card, whiteboard, thumbs up, etc.
Anita Archer
Verbal Responses- Individual Turns
Option - Whip Around or Pass
• Use when many possible answers
• Ask a question
• Give students thinking time
• Start at any location in the room
- Have students quickly give answers
- Go up and down rows, limiting comments
- Allow student to pass
Examples:
“Tell me the months of the year in Spanish – think (pause 5 sec.) – we’ll with the
front row”
“Tell me the universities in the Pac-12 – think (pause 3 sec.) – we’ll start in the
back and work across”
Anita Archer
Choral Responding
Verbal Responses
• Choral Responding – all
students in class respond
in unison to a teacher
question.
• Suitable for review, to teach
new skills, as a drill, or as a
lesson summary.
Verbal Responses - Choral Responses
(Use when answers are short & the same.)
• Students are looking at teacher
1)
2)
3)
4)
Ask question
Put up your hands to indicate silence
Give thinking time
Lower your hands as you say, “Everyone”
Anita Archer
1. Ask Questions
• Develop questions with only one right answer that can be answered
with short, 1-3 word answers.
• Examples:
• What is the capital of California? (pause 4 sec.) Everyone (drop hands)
• What are the 3 branches of government, in alphabetical order (pause 5
sec.) – First…. Second…. Third
• What does DNA stand for? (pause 5 sec.) Everyone (drop hands)
2. Put up your hands to indicate
silence
• Students are looking at a common stimulus
• Point to stimulus
• Ask question
• Give thinking time
• Tap for response
• Students are looking at their own book/paper
• Ask question
• Use auditory signal (“Everyone”)
Anita Archer
3. Give thinking time
• Think Time –pause for 5 seconds after question before calling on a
student or cueing a group response.
•
•
•
•
•
Can have students put up thumbs, or look at you, to indicate enough thinking
time
Engages students in thinking.
Increases participation.
Increases quality of responses.
Results in fewer redirects of students and fewer discipline problems.
Rowe, 1987
4. Lower your hands as you say,
“Everyone”
• Use a clear signal or predictable phrase to cue students
to respond in unison.
• Provide immediate feedback on the group response.
• If students don’t respond or blurt out an answer, repeat
(Gentle Redo)
• Keep a brisk, lively pace.
Choral Responding: Examples
• What is the capital of California? (pause 4 sec.) Everyone (drop
hands)
• Sacramento
• What are the 3 branches of government, in alphabetical order (pause
5 sec.) – First…. Second…. Third
• Executive
Judicial
Legislative
• What does DNA stand for? (pause 5 sec.) Everyone (drop hands)
• DeoxyriboNucleic Acid
• Name the 4 main bases in DNA – remember A,C,G,T (pause 5 sec.)
Everyone (drop hands)
• Adenine
Cytosine
Guanine
Thymine
Ms. Finch’s first graders have just finished reading a story about a
young boy named Howard.
Ms. Finch puts her storybook on her lap and holds up her hand and
says, “Class, get ready to tell me the main character in today’s
story.” She says, “Think big,” drops her hand as a signal, and the
students chime in, “Howard!” “Howard is right,” exclaims Ms.
Finch. “Way to go!” She asks ten more quick questions–some
about the setting and main idea. “Last one. Here we go. The
problem Howard faced today was finding his lost dog. Is that true
or false? Think about it.” She signals and the student eagerly
respond, “False!” The students laugh and so does Ms. Finch. “I
couldn’t trick you, could I?” she asks. “Tell me why that’s false.” She
calls on James who is frantically waving his hand to answer.
Wood and Heward, 2004
• Teaching Active Participation Routines
• Choral Responding
• Think/Pair/Share
• http://www.scoe.org/pub/htdocs/archervideos.html
• Click on link to :
• Active Participation Instruction, 7th Grade
• Specifically watch 3:00 – 5:35 & 6:40 – 8:05
Verbal Responding
Partners
Verbal Responses - Individual Turns
Option #1 - Partner First
1.
Ask a question
2.
Give students thinking time
3.
Have students share answers with partners using
sentence starter
4.
Call on student to give answer
5.
Engage students in discussion
Anita Archer
Verbal Responses - Partners
Use when answers are long or different
Partners
• Assign partners
• Pair lower performing students with middle performing
students
• Utilize triads when appropriate
• Sit partners next to each other
• Give partners a number (#1 or #2)
• Teach students how to work together
LOOK, LEAN, AND WHISPER
Verbal Responses - Partners
Use when answers are long or different
• Think
• Have students think and record responses.
• As students are writing, move around the classroom and write
down students’ ideas and their names.
• Pair
• Have students share their ideas with their partners.
• Have them record their partners’ best ideas.
• As students are sharing, continue to circulate around the room,
recording ideas and names.
• Share
• Display the ideas and names on the screen. Use this as the
vehicle for sharing.
Anita Archer
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 teach called on one student to
tell the class her answer. The teacher then asked to
the class to raise their hand if they agreed with the
answer. Then the teacher asked students to give a
thumb down if anyone disagreed.
Colvin, 2009
Watch this video and note the different
response strategies being implemented
• http://www.youtube.com/watch?v=_EBsPgyONew
Your Turn
Complete Steps 1-3 of your worksheet
Non-Verbal
Responding
Non-Verbal Responding
• Every student actively answering or responding to
each question or problem posed by the teacher.
• Most common approaches:
• Response Cards/Response Systems
• white boards
• written response cards
• Movement Activities or Signaling
• Thumbs Up/Down, Sit/Stand, 4 Corners
• Guided Notes
Non-Verbal Strategies
• White Boards/Response Slates – students have
personal white board to write answers to teacher’s
questions with an erasable pen.
• Letters, words, numbers, draw symbols, or solve problems.
• When cued, hold up board to display answers.
• Students use an eraser, sponge, or cloth to erase their
answer and await next question.
Written Responses
• Response Slates (white boards)
• Prepare questions to match your response option
• Make response fairly short
• Give directive
• Have students write answers on individual whiteboards
• When adequate response time has been given, have
students display slates
• Give feedback to students
• Provide the correct answer and a brief explanation if a significant
number of students did not respond accurately, then re-present
the question.
Anita Archer
Using a Slate
• Video examples
• http://explicitinstruction.org/?page_id=319
• Open – “Vocabulary Review – 8th grade Geometry”
• Examples of:
• Using response slates
• 2:30 – 2:50; 3:30 – 4:00
• Partner Pair & Share
• 1:00 – 2:00; 2:50 – 3:30; 4:00-4:50
• Choral Responding
• 0 – 1:00 & 5:00 – 5:50
Non-Verbal Strategies
Response Cards
• Response Cards – preprinted cards that have
choice words on each side.
• Yes/No, True/False, Odd/Even
• Set of few choices (e.g., noun,
pronoun, verb, adverb)
Action Responses
Response cards
• Have students write possible responses on cards or paper or
provide prepared cards
Examples:
Simple responses: Yes, No; Agree, Disagree; a.b.c.d., I.2.3.4
Punctuation Marks: . ? ! ,
Math Operations: + - X
Types of Rocks: Igneous, metamorphic, sedimentary
Branches of Government: Legislative, Executive, Judicial
Vocabulary Terms: perimeter, area
•
•
•
•
Ask a question
Have students select best response and hold it under their chin
Ask students to hold up response card
Monitor responses and provide feedback
Anita Archer
I would want to go
“where the wild
things are.”
13+28 =
A.
B.
C.
D.
15
31
41
311
Non-Verbal Strategies–Continued
• Signaling or Movement Activities
• Thumbs up/thumbs down, stand up/sit
down, move to four corners, etc.
Action Responses
• Gestures
• Students indicate answers with gestures
• Facial expressions
• Students indicate answer with facial expression
• Example: “Show me glum.” “Show me not glum.”
• Hand signals
• Students indicate answer by holding up fingers to match
numbered answer
Anita Archer
Action Responses
Hand signals
• Thumbs up/thumbs down to indicate yes/no or
agree/disagree
• Level of understanding
• Students place hand to indicate level of understanding (highforehead, OK-neck, low-abdomen)
• Students display one (no understanding) to five (clear
understanding) fingers
Anita Archer
Action Responses
Hand signals
• Display numbered items on the screen
Example: 1 concentrate 2 absurd 3 enemy 4 disgusting
• Carefully introduce and model hand signals
• Ask a question
• Have students form answer (e.g., 3 fingers to indicate
item #3) on their desk
• When adequate thinking time has been given, students
hold up hand
Anita Archer
Your Turn
• Complete Steps 4-5 on your Worksheet
o
o
Active, Recurring Prompts & Supports to use
your use of OTR strategies
• ID a variety ways to support use of your identified
strategy
• Plan ways to actively support teachers to use the targeted
practice -- Prompting, monitoring & rewarding
• Not just tomorrow, but the next day & the next day & next week &
the following week… until the habit is built
• Provide Multiple Levels of Support for Classroom Improvement
Efforts
•
•
•
•
Personal plan
Peer Support
Team
School-wide
Personal & Peer Supports
• Personal Supports
•
•
•
•
•
•
•
•
Phone alarm
Bright Note on clipboard
Note in textbook as prompt at
appropriate time
Daily self-check at end of day
Set weekly goal with self based
on daily implementation
Ask a student to remind me or
monitor implementation
Prompt written on board into
daily classroom schedule
Poster in classroom on location
• Peer Supports
•
•
•
•
Check-in or prompt w/ buddy
before school/ at lunch/ end of
day
Buddy sends me an email or text
reminder or follow-up to check
implementation w/ daily rating
Set weekly goal with buddy w/
reward contingent on meeting
reward
Assistant in room gives a
reminder just before time
Simple Daily Ratings
Rate your level of implementation of your PreCorrection Strategy
(today or this week)
Low
Medium
High
1
2
3
Rate the effectiveness of your implementation on student behavior
(today or this week)
Low
Medium
High
1
2
3
Your Turn
Step 6: Recurring Supports for Building Habits
• Take a few minutes to Complete Step 6 of the Worksheet
• 6) Monitor your Plan: Implementation & Impact
• Make sure to Identify meaningful& feasible supports
• Identify Personal Strategies for supporting implementation
• Develop Peer Strategies for support – you can discuss with a peer
Team & School-wide Supports
• Team Supports (e.g.
Dept., Grade Level, PLC)
• Make Classroom
improvement a regular part
of meetings and activities
• Begin meeting w/ 2 minute
check:
• Check-in, share ideas & give
feedback to:
• Encourage implementation
• Check-in, problem solve,
enhance implementation
• School-wide Supports
• Reminder on Morning
announcements
• Regular review/check-in at
staff meeting
• Rewards for implementers
• Recognize your Buddy
• Recognize someone you
observed engage in the
practice
• Daily or weekly
implementation checks
• via email link
• Put sticker on staff board to
rate implementation
Group Discussion
• What school-wide strategies would be helpful for you
in supporting your implementation?
• Regular reminders over announcements?
• Staff meeting review & sharing?
• Collect implementation data?
• Daily email, survey monkey?
References
• Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error
correction on the acquisition and maintenance of geography facts by elementary
students with learning disabilities. Journal of Behavioral Education, 3, 217-233.
• Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior,
answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199206.
• Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active
student response during group instruction. In R. Garner, III, D. M. Sainato, J. O., Cooper,
T. E., Heron W. L., Heward, J., Eshleman, & T.A. Grossi (Eds.), Behavior analysis in
education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole.
• MacSuga, A. S., & Simonsen, B. (2011). Increasing teachers’ use of evidence-based
classroom management strategies through consultation: Overview and case studies.
Beyond Behavior, 20(11), 4-12.
• Miller, S.P. (2009). Validated practices for teaching students with diverse needs and
abilities. Upper Saddle River, NJ: Pearson Education.
• Reiser, R. A., & Dempsey, J. (2007). Trends and issues in instructional design and
technology (2nd Ed., pp. 94-131). Upper Saddle River, NJ: Pearson Education.
• Rowe, M. (1987) Wait time: Slowing down may be a way of speeding up. American
Educator, 11, 38-43.
• Scott, T. M. Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using
positive behavior supports. Upper Saddle River, NJ: Pearson Education, Inc.
References
• Simonsen, B., Myers, D., & DeLuca, C. (2010). Providing teachers with training and
performance feedback to increase use of three classroom management skills:
Prompts, opportunities to respond, and reinforcement. Teacher Education in
Special Education, 33, 300-318.
• Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997).
Altering response topography to increase response efficiency and learning rates.
School Psychology Quarterly, 12, 54-64.
• Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects on intertribal interval
duration on sight-word learning rates of children with behavioral disorders.
Behavioral Disorders, 19, 98-107.
• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom
management: Strategies and tools for administrators and coaches. Eugene, OR:
Pacific Northwest Publishing.
• Sutherland, K. S., Adler, N., & Gunter P. L. (2003). The effect of varying rates of
opportunities to respond on academic request on the classroom behavior of
students with EBD. Journal of Emotional and Behavioral Disorders (11), 239-248.
• Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between
increased opportunities to respond to academic requests and the academic and
behavioral outcomes of student with EBD: A review. Remedial and Special
Education, (22), 113-121.
• West, R. P., & Sloane, H. N. (1986). Teacher presentation rate and point delivery
rate: Effect on classroom disruption, performance, accuracy, and response rate.
Behavior Modification, 10, 267-286.