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![Page 1: Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond MO SW-PBS Center for PBS College of Education University.](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e4c5503460f94b421b7/html5/thumbnails/1.jpg)
Effective Classroom Practice: Active Engagement of Students
Multiple Opportunities to Respond
MO SW-PBS
Center for PBSCollege of EducationUniversity of Missouri
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~80% of Students
Tier 1 = Primary Prevention:
School-/Classroom-Wide Systems for All Students,
Staff, & Settings
Tier 2 = Secondary Prevention:
Specialized GroupSystems for Students
with At-Risk Behavior
Tier 3 = Tertiary Prevention:
Specialized IndividualizedSystems for Students with High-
Risk Behavior~15%
~5%
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL &
POSITIVE BEHAVIOR SUPPORT
Goal: Reduce new cases of problem behavior and/or academic failure
Goal: Reduce current cases of problem behavior and/or academic failure
Goal: Reduce intensity and severity of chronic problem behavior and/or academic failure
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
SW PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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Effective Classroom Practices
Classroom:
• Expectations & Rules
• Procedures & Routines
• Continuum of Strategies to Acknowledge Appropriate Behavior
• Continuum of Strategies to Respond to Inappropriate Behavior
• Multiple Opportunities to Respond
• Active Supervision
• Academic Success & Task Difficulty
• Activity Sequence & Offering Choice
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Newcomer, 2008
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Newcomer, 2008
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Active Engagement of Students:
Multiple Opportunities to Respond
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Multiple Opportunities to Respond
• An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006)
• A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008)
– Reading aloud
– Writing answers to a problem
– Verbally answering a question
– Responding to a teacher’s cue
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Opportunities to Respond
ANTECEDENT
Teacher Provides: Verbal Questions
PromptsCues
BEHAVIOR
Student Responses:Written
Choral VerbalMotor
CONSEQUENCE
Teacher Provides: Specific, Positive
Feedback
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Opportunities to Respond: Example
ANTECEDENT
Teacher says, “When I give the signal everyone
answer this question:
What is 5 times 6?”
Teacher waits a few seconds and
gives signal.
BEHAVIOR
Students chorally respond, “30”
CONSEQUENCE
Teacher says, “Yes! The correct
answer is 30”.
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Why Provide Multiple Opportunities to Respond?
Behavioral Outcomes:
• Increases student engagement with instruction
• Allows for high rates of positive, specific feedback
• Limits student time for engaging in inappropriate behavior
• Is an efficient use of instructional time(Heward, 1994)
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Why Provide Multiple Opportunities to Respond?
Academic Outcomes:• Improved Reading Performance:
– increased percentage of reading responses, – mastery of reading words, – rates of words read correctly and – decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994)
• Improved Math Performance: – percentage of problems calculated correctly per minutes, – number of problems completed and – active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)
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Rate of Opportunities to Respond
• New Material: – 4 – 6 student responses per minute with
– 80 % accuracy
• Practice Work: – 9 – 12 student responses per minute with
– 90% accuracy
(CEC, 1987; Gunter, Hummel & Venn, 1998)
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Observing Opportunities to Respond
• Classroom: Frequency – Observer tallies the number of instructional
questions, statements or gestures made by the teacher seeking an academic response.
• Students: Rate of Academic Engagement – Observer Records “+” symbol for on-task/engaged
behavior and “-” indicates off-task behavior.
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Opportunity to Respond Practice
1. Read the classroom vignette (Handout 1).
2. Determine how many opportunities to respond were provided to students during the instructional period.
3. Identify whether each opportunity was an individual or group response.
Handout 1
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Strategies to Increase StudentOpportunity for Response
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Computer Assisted Instruction
E. Classwide Peer Tutoring
F. Direct Instruction
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A. Track Students Called On
• Are all students called on?– Use a seating chart & mark off when a student is
called on to answer an academic question.
– Draw students’ names from a jar
– Other strategies you have used?
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B. Guided Notes
• Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________.
• Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy
• Rate of OTR for Practice Work: ___ opportunities with __ % accuracy
• Three common strategies to increase OTR are:1. Tracking students called on
2. Guided __________
3. Response ________
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How To Develop Guided Notes
• Examine Existing Lecture Outlines
• Delete Key Facts, Concepts & Relationships
• Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources
• Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc)
• Do Not Require Students Write Too Much
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C. Response Cards
• Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses
• Types of Response Cards:– Preprinted Cards: Yes/No, True/False, Agree/Disagree, – Preprinted Cards with Multiple Answers: Letters,
Numbers, Parts of Speech, Characters in a Story– Write-On Cards: 9X12 Response Cards & Dry-Erase
Markers– Back side of recycled paper
• Easy to Manipulate, Display and See
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Use of Response Cards
• Teach, Model and Practice the Routine 1. Question 5. Cue to Show
2. Think 6. Hold up Card
3. Decide Answer 7. Put Down Card
4. Wait 8. Prepare for Next Question.
• Maintain lively pace
• Short time between questions
• Give clear cues
• OK to look at classmates’ cards
• Specific, positive feedback for correct answers and use of cards
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Response Card Practice
• Distribute true/false cards to all participants.
• Routine:– I will ask a question and give you time to think.
– I will say “Answer”
– Show your card with your answer toward me.
– Hold card until I say “Cards down”.
– Place card on table and put eyes on me.
• Practice
Handout 2
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Response Card Activity
• Pair with another participant
• Discuss a lesson you teach that could include the use of response cards.
• Be sure each of you comes up with a plan!
• Use Handout 3
• Handouts 4 & 5 are examples
(one elementary and one secondary)
• Be prepared to share.
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Strategies to Increase StudentOpportunities to Respond
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Computer Assisted Instruction
E. Classwide Peer Tutoring
F. Direct Instruction
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D. Computer Assisted Instruction
Provides …
• High levels of response opportunities
• Immediate feedback
• Enhanced motivation for learning
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E. Class-wide Peer Tutoring
• Highly structured format
• Reciprocal peer tutoring so every student can tutor and be tutored.
• Promote high levels of on-task behavior
• Actively engages all students in the classroom simultaneously
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E. Class-wide Peer Tutoring
Common Characteristics • Clearly Defined Learning Tasks/Responses
• Individualized Instruction
• High Rates of Active Student Responding
• Immediate Feedback and Praise for Correct Responses
• Systematic Error Correction
• Measurement of Student Progress• Motivation for Students Newcomer, 2009
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F. Direct Instruction
• Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks.
• It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)
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F. Direct Instruction
Characteristics: • Explicit, systematic instruction based on scripted
lesson plans.
• Ability grouping.
• Emphasis on pace and efficiency of instruction.
• Frequent assessment.
• Quick pace helps keep students on task.
• New material is worked on in highly interactive format
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Strategies to Increase StudentOpportunities to Respond
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Computer Assisted Instruction
E. Classwide Peer Tutoring
F. Direct Instruction
![Page 31: Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond MO SW-PBS Center for PBS College of Education University.](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e4c5503460f94b421b7/html5/thumbnails/31.jpg)
Why Provide Multiple Opportunities to Respond …
• Increases student engagement with instruction
• Allows for high rates of positive, specific feedback
• Limits student time for engaging in inappropriate behavior
• Is an efficient use of instructional time(Heward, 1994)
![Page 32: Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond MO SW-PBS Center for PBS College of Education University.](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e4c5503460f94b421b7/html5/thumbnails/32.jpg)
Discussion Activity
• With your school team, consider how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement.
• Prepare to share with the large group.
• 5 minutes to discuss.
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Additional Information
Peer Assisted Learning Strategies (PALS)
http://kc.vanderbilt.edu/pals/
National Institute for Direct Instruction http://www.nifdi.org/
Direct Instruction
http://directinstruction.org/
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References
• Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.
• Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author.
• Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.
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References
• Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320). 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.
• 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.
• 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.
• Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.