ACTIVE STUDENT RESPONDING:Getting the Most Out of Group

Instruction

Margery K. Lerner, M.A., BCBASEEM Collaborative

Blueprint for Educational Excellence National Institute April 15, 2011

What is active student responding?

“Active Student Responding requires students to _________________________ in other ways that reveal understanding of ________in each step of the instruction.” Vargus 2009 (p. 189)

“Active responses are those that are_______________________and that include error correction responses as well (Barbetta, Heron, & Heward, 1993)

“Active student responding occurs each time a student makes a __________________________________” Heward 2009

answer questions or respond

observableand countable

content

detectable response to ongoinginstruction

Active STUDENT RESPONSES

The basic measure of ASR is_____,_____, _________of responses

The more the student________, the more likely they will _____

_______behavior is not the same as active student responding

Increasing on-task or _________behavior does not necessarily increase________

count tallyfrequency

respondslearn

On task

attendinglearning

What’s so important about ASR?

When a student is attending, we do not know if they are ______ ________- the only way we know is if they make a ________to what they have_____________.

Children (particularly those with autism) must be involved in active learning involving consistent, repeated ______________ ________to stimuli and to respond, in turn, to the corresponding consequences Taylor, 2004, Green 1996.

Maximizes________________– number of responses versus time spent in an activity

More opportunities to respond and get_________, the ______ children will learn.

actuallylearning response

seen or heard

opportunities torespond

instructional time

feedback faster

Is this active student responding?

Reading out loud _____ Whole body listening _____ Doing math calculations _____ Listening to a story _____ Answering comprehension questions _____ Watching a video _____

YES

NO

YESNO

YES

NO

Benefits of ASR

More ________responding, improved _____ ______

Faster acquisition of___________ Increases _______behavior (Narayan et al

1990, Carnine 1976) _________________behavior (Lambert,

Carledge, Heward, and Lo 2006)

accurate testscores

information

on task

Reduces disruptive

Types of ASR

_______responding _________cards Peer ________or peer ______ ____________or fill-in sheets

Choral

Response

tutoring pairsGuided notes

Choral responding

An integral component of the _______________model Particularly useful for _______material math facts states and capitals rules Use ______________________ Provide feedback for the ________response ____________ pace of instruction Part of the _______ Reading program – sound drills Use in transitions – reciting _____ for walking in halls, etc. Students typically enjoy this!

Direct Instructionfactual

signal to begin and end

majorityFast, lively

Wilsonrules

More on choral responding

Let’s watch!

Peer Tutoring

By definition it _________the rate of task presentation, and _________for correct responses as well as immediate error correction

Can be done with typical peers or pairing a typical peer with a non-typical peer.

Can use__________, worksheets, or reading to increase_________________.

__________activities can include having kids match units of measurement to each other, words to parts of speech

increasesfeedback

flashcardsfluency and accuracy

Peer pairs

Peer Tutoring

Kamps et a. 1994 used a classroom wide tutoring program with typical students and 3 high functioning ASD students. Their results showed an increase in reading _______and increased reading comprehension for ___students as well as increased duration of _______________between the student with ASD and their peer following the tutoring session.

Greenwood et al. 1984 – peer tutoring resulted in greater _______of academic responses as well as much better test scores than ________________instruction. There was twice as much ____________in the tutoring condition than in teacher condition

fluency

social interaction

varietyteacher directed

responding

all

Response Cards

Cards, signs, or items which are simultaneously ________by all students to display their ______________________ _______ presented by the teacher.

Can be _________or ______(write on).

held upresponse to a question or

problem

pre-made blank

Advantages of response cards

Student does not have to be ______(as with choral responding)

_____to use They can be a _________________ Allows for ____________of student’s response more

easily Students can learn by ______________ Affords many more learning opportunities than ____

_______as each student responds each time

verbal

Easypermanent product

assessment

watching others

handraising

Comparison to the one student at a time approach

Each student gets to respond at each ___________ Keeps the student _________all the time May reduce __________________behaviors over

not being _________ when they know the answer Allows teacher to see _______students are making Students report that it is much more ____than

traditional instruction.

opportunity

engaged

frustration/disruptivecalled on

errors

fun

Types of response cards

_________cards

__________on cards

Other variations

Preprinted

Blank/write

Preprinted cards

– Two sided cards on ______- good for two possible answers (e.g. true or false, odd or even, noun or verb, etc.

– “Pinch cards” – each card has several options listed horizontally. The student uses either a_________, clothes pin, or their ______to indicate their answer

sticks

paper clip finger

Blank cards

Can use pieces of ___________with dry markers and socks as erasers. Children write their answers on their cards and hold them up on the cue of “_______”.

Very often used in _____instruction, but also for language arts and other subjects.

Students must be able to ______in some fashion to use this option.

white board

cards upmath

write

Other options

Use individual felt boards with felt pieces to teach _________________–e.g. have students put the dog on top of the house, put the tree behind the house, etc.

Give each student their own ________with icons that they can velcro on when doing calendar activities, attendance, etc. as opposed to just one student getting to put up the items on the class calendar.

Constructed ________– give each student letter tiles. They have to manipulate their tiles to spell the dictated word.

directional concepts

calendar

spelling

Other ideas? How would you adapt a group activity to increase ASR?

Guided notes

Originally used with ________________ students in _______school

Teachers noted that they also helped regular ed. Students

Advantages are that the student is directed via the guided note handout to _________ _________________________

Reduces the amount of __________the student is required to do.

learning disabledmiddle

recognizewhat information is important

note taking

References

Handouts:– Heward et. al. Article: Everybody Participates in

This class– References & Resources- From Heward’s

Presentation at Simmons College 11/5/09– Additional list of selected articles not cited by

Heward