Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond

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Effective Classroom Practice Active Engagement
of StudentsMultiple Opportunities to Respond

• MO SW-PBS

Center for PBS College of Education University of
Missouri
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CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL POSITIVE
BEHAVIOR SUPPORT
Tier 3 Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
Tier 2 Secondary Prevention Specialized
Group Systems for Students with At-Risk Behavior
Goal Reduce intensity and severity of chronic
problem behavior and/or academic failure
Goal Reduce current cases of problem behavior
and/or academic failure
Tier 1 Primary Prevention School-/Classroom-Wi
de Systems for All Students, Staff, Settings
Goal Reduce new cases of problem behavior
and/or academic failure
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Social Competence Academic Achievement
SW Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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 teachers cue

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Opportunities to Respond
ANTECEDENT Teacher Provides Verbal Questions Prompts Cues BEHAVIOR Student Responses Written Choral Verbal Motor 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

• Read the classroom vignette (Handout 1).
• Determine how many opportunities to respond were
  provided to students during the instructional
  period.
• Identify whether each opportunity was an
  individual or group response.

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Strategies to Increase StudentOpportunity for
Response

• Track Students Called On
• Guided Notes
• Response Cards
• Computer Assisted Instruction
• Classwide Peer Tutoring
• 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
• Tracking students called on
• Guided __________
• 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

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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

1. Track Students Called On
2. Guided Notes
3. Response Cards
4. Computer Assisted Instruction
5. Classwide Peer Tutoring
6. 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

1. Track Students Called On
2. Guided Notes
3. Response Cards
4. Computer Assisted Instruction
5. Classwide Peer Tutoring
6. Direct Instruction

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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)

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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.