Improving Behavior and Impacting Learning through Opportunities to Respond Melissa Jones, PhD Dept....

Improving Behavior and Impacting Learning throughOpportunities to Respond

Melissa Jones, PhDDept. of Special EducationEastern Illinois University

mljones2@eiu.edu

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)

Opportunities To Respond (OTR)

O The number of times the teacher provides academic requests that require students to actively respond (Miller, 2009; Sprick, Knight, Reinke, & McKale, 2006)

O A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008))

O Result in positive behavioral and academic outcomes

O Allows teacher insight

Related to BehaviorO Increases student engagement with

instructionO Allows for high rates of positive,

specific feedback related to behaviorO Limits time for engaging in

inappropriate behaviorO Results in more effective use of

instructional time

Related to AcademicsO Can be used as a quick assessment

to guide teaching/lesson directionO Provides teacher information on

student understanding/thought process

O Allows teacher to correct errors in knowledge/understanding

O Evidence of gains in Reading and Math (e.g. mastery, rate, etc.)

Easy as ABC

AAnteceden

t

BBehavior

CConsequen

ce

Teacher Provides:Question,

Prompt, Cue

Student Response or

Behavior

Teacher Provides Feedback

(Specific & Positive)

Rate of OTRO New Material

O 4-6 Responses per minute O 80% accuracy

O PracticeO 9-12 Student responses per minuteO 90% accuracy

Types of OTRO Verbal--Involves vocal output

vs.O Non-Verbal--Involves action (no

verbalizations)

O Individual—by oneselfvs.

O Group—with others or while others do it

OTRVerbal Non-Verbal

O Orally answering a question, sharing thoughts, summarizing, repeating,

O Writing O Performing an

actionO Moving about

room

Verbal OTRO Individual Question/Response PatternO Choral Responding

Consider Effective Questioning

Reason/PurposeO Level

O KnowO Understand O Do

O Type O Right/WrongO Opinion

O KindO Open or Closed

Wait TimeO Typical: ???O Optimal: 3-5 secondsO Rationale/AdvantagesO “Think Time” is preferred

High Quality FeedbackO TimelyO SpecificO Related to ResponseO TargetedO Informative

Non-Verbal OTRO Response Cards/Response Systems

O Pre-printed, Write-on, Cover partO Movement Activities/Signaling

O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners

O Guided NotesO http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/221-g

uided-notes

O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Word_Guided_Notes.pdf

O Computer Assisted Instruction

Steps for Response Cards

1. Question2. Think3. Decide answer4. Wait5. Cue to show6. Hold up card7. Put down card8. Prepare for next question

Exampleswww.reallygoodstuff.com

Non-Verbal OTRO Response Cards/Response Systems

O Pre-printed, Write-on, Cover partO Movement Activities/Signaling

O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners

O Guided NotesO http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/221-g

uided-notes

O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Word_Guided_Notes.pdf

O Computer Assisted Instruction

Non-Verbal OTRO Response Cards/Response Systems

O Pre-printed, Write-on, Cover partO Movement Activities/Signaling

O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners

O Guided NotesO http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/221-

guided-notes O http://montgomeryschoolsmd.org/departments/hiat/

tech_quick_guides/Word_Guided_Notes.pdf

O Computer Assisted Instruction

Individual vs. Group OTR

IndividualOAllows teacher to know what EACH student thinks; targeted

GroupOProvides ALL students the opportunity to answer without “risk”; engages everyone

Other Practices that INCREASE OTR

O Cooperative LearningO Explicit/Direct InstructionO Track Who is Called OnO Know Your StudentsO Vary Your Approach/Promote

Generalization

Cooperative Learning (Kagan)

O http://w4.nkcsd.k12.mo.us/~kcofer/social_cooperative_structures.htm

O http://www.mainesupportnetwork.org/pdfs/Singapore%20-%20Handout%20-%20Cooperative%20Learning%20-%20Structures.pdf

O http://www.ntlf.com/html/lib/faq/cl-utenn.htm

Explicit Instruction (Sequence)

“I do, We do, You do”1. Model2. Check for Understanding3. Practice (with faded support)4. Feedback throughout

Track who is called on…

O Seating chart O Draw names from a jarO Popsicle SticksO Answer coinsO PLAN IT!

Other Practices that INCREASE OTR

O Cooperative LearningO Explicit/Direct InstructionO Track Who is Called OnO Know Your StudentsO Vary Your Approach/Promote

Generalization

For Monday…O Think about what you have heard

today. Is there anything that you can use?

O What can be (easily) implemented into your own classroom/setting?

O How will you use/do this?O What do you wish would have been

included in the presentation or what do you wish there would have been more about?

ReferencesBlackwell, 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