Who benefits? • Students with mild to

moderate intellectual disabilities, such as Down syndrome and Autism Spectrum Disorder (ASD), benefit from the increased opportunities to actively respond and participate in classroom group activities.

• Students with mild to severe behavior disabilities and emotional disorders can academically and behaviorally benefit from this “learn by doing” environment.

• Students with learning disabilities benefit from this strategy by actively responding and increasing on-task behavior.

• Teachers!

Choral Responding

An educational strategy for teaching a group of students by requiring them to respond in unison after the teacher gives a signal.

Does it work? Yes!

Students with disabilities don’t always process learning material the same way as students without disabilities,

so they don’t participate as fully during group activities. By utilizing

the choral responding strategy, research shows that all students can

learn the material together! It increases: • Active student responding and engagement • Correct responses • On-task behavior • Student performance It decreases: • Disruptive behavior • Off-task behavior

An added benefit is that it provides natural opportunities for peer interaction and observational

learning!

Hannah  Hohl  #7  

   

What will this look like in my classroom? The lesson should be presented at a fast pace to ensure attentiveness and participation of all students. Dividing the students into small groups also allows for greater teacher monitoring and focus.

The teacher must provide a thinking pause, coupled with a clear signal of when to respond.

The teacher must also provide feedback, and from time to time call on individual students. This way, the teacher is able to monitor and ensure all students understand the material presented.

Example:

Step 1: The teacher holds up the word card.

Step 2: The teacher says, “Everybody look,” and ensures that the students look at the card.

Step 3: The teacher says, “Everybody get ready,” or “Individual student, get ready.”

Step 4: The teacher waits 3 seconds.

Step 5: The teacher snaps her fingers, signaling students or an individual student to respond.

Step 6: The students respond in unison, or the individual student responds.

Step 7: The teacher provides feedback.

How do I implement this strategy? The  effectiveness  of  choral  responding  depends  on  these  criteria:  1)  students  

must  be  able  to  respond  with  short,  one  to  three  word  answers,  and  2)  teacher  must  accept  only  one  answer  as  correct.  These  criteria  make  it  

possible  for  the  teacher  to  monitor  student  responses  and  give  corrective  feedback.  

Ault,  M.  J.  &  Wolery,  M.  (1992).  Choral  and  individual  responding  during  small  group  instruction:  Identification  of  interactional  effects.  Education  and  Treatment  of  Children  (ETC),  15(4),  289-­‐     294.  Blackwell,  A.  J.  &  McLaughlin,  T.  F.  (2005).  Using  guided  notes,  choral  responding,  and  response  cards  to  increase  student  performance.  International  Journal  of  Special  Education,  20(2),  1-­‐5.  Haydon,  T.,  Marsicano,  R.  &  Scott,  T.  M.  (2013).  A  comparison  of  choral  and  individual  responding:  A  review  of  the  literature.  Preventing  School  Failure:  Alternative  Education  for  Children  and     Youth,  57(4),  181-­‐188.