Classroom SystemsSchool-wide PBIS

Opportunities to RespondChris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com

Opportunities to Respond - OTR

• An instructional question, statement or gesture made by the teacher seeking an academic response from students. Can be provided individually or to whole class.

• Sprick, Knight, Reinke & McKale 2006

• The number of times the teacher provides academic requests that require students to actively respond.

• Teacher behavior that prompts or solicits a student response (verbal, written, gesture).

• Includes strategies for presenting materials, asking questions, and correcting students’ answers to increase the likelihood of an active response.

Active Participation - Why?

Opportunities to respond related to:• Increased academic achievement• Increased on-task behavior• Decreased behavioral challenges

Caveat• Only successful responding brings these results

Initial Instruction - 80% accuracyPractice/Review - 90% or higher accuracy

Anita Archer

OTR Guidelines

• Teacher talk should be no more than 40-50% of instructional time.

• New material: a minimum of 4-6 responses per minute with 80% accuracy.

• Review of previously learned material: 9-12 responses per minute with 90% accuracy.

• (CEC, 1987; Gunter, Hummel & Venn, 1998)

Multiple opportunities for student responses

One WayInputInputInputInputInputInputInputSee you

tomorrow

Better WayInputQuestionResponseFeedbackInputQuestionResponseFeedback

Feedback works 2 ways:

Not Only from the

teacher to the

student, but

From the student to

the teacher

By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.

Activity: Personal Reflection

• Think about the amount of opportunities to respond you gave your students during the most recent day you taught.

• How would you compare to these response guideline? • New material–a minimum of 4-6 responses per minute

with 80% accuracy.• Review of previously learned material–8-12 responses

per minute with 90% accuracy

Opportunities to RespondCritical Features

• Strive for all students to participate: reduce reliance on student volunteer responses & increase random selection of responders to keep students actively engaged

• Choose strategies that best fit your style and instructional content, structure and activities

• Use wait time of 3-5 seconds before students respond to increase participation

• Use clear, consistent prompts to elicit responses effectively

Verbal Responses - Individual Turns• Less desirable practices

#1. Calling on volunteersGuidelines:

• Call on volunteers only when answer relates to personal experience• Don’t call on volunteers when answer is product of instruction or reading

Randomly call on students

#2. Calling on inattentive students

Guidelines:• Don’t call on inattentive students • Wait to call on student when he/she is attentive

• To regain attention of students:• Use physical proximity• Give directive to entire class• Ask students to complete quick, physical behavior Anita Archer

Procedural Steps for using OTR

1) Identify context, subject for increasing engagement & on-task behavior

2) Choose the strategy(ies) that best fit your for need for increasing OTR;

chorale responding, partner responding, and non-verbal responding

3) Teach and rehearse the Response Strategy Prompt Wait time Response Cue Response

4) Reinforce correct response with behavior specific praise or provide corrective feedback for incorrect response.

Strategies to increase OTR

Increasing Active Participation

Opportunities to Respond

Verbal ResponsesWritten ResponsesAction Responses

All Students Respond. When possible useresponse procedures that engage all students.

Anita Archer

Verbal Responses- Individual Turns• Individual Questioning – calling on students unpredictably heightens

student attention

• Procedures for Random Selection of students

Procedure #1 - Call on students in different parts of room

Procedure #2 - Write names on cards or sticks

Procedure #3 - Use ipad or iphone app (e.g., Teacher’s Pick, Stick Pick, or Pick Me!)

Procedure #4 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from other deck and call on student.

Use above random strategy, and call on a student to repeat or summarize what the student just said.

Anita Archer

General Recommended Response FormatVerbal Responses - Individual Turns

1) Ask a question

2) Raise your hands to indicate silence

3) Give thinking time

4) Cue Response• Individual Student response, Chorale response,

Response card, whiteboard, thumbs up, etc.

Anita Archer

Verbal Responses- Individual TurnsOption - Whip Around or Pass • Use when many possible answers

• Ask a question

• Give students thinking time

• Start at any location in the room

- Have students quickly give answers

- Go up and down rows, limiting comments

- Allow student to pass

Examples:

“Tell me the months of the year in Spanish – think (pause 5 sec.) – we’ll with the front row”

“Tell me the universities in the Pac-12 – think (pause 3 sec.) – we’ll start in the back and work across”

Anita Archer

Choral Responding

Verbal Responses

• Choral Responding – all students in class respond in unison to a teacher question.• Suitable for review, to teach

new skills, as a drill, or as a lesson summary.

Verbal Responses - Choral Responses (Use when answers are short & the same.)

• Students are looking at teacher1) Ask question2) Put up your hands to indicate silence3) Give thinking time4) Lower your hands as you say, “Everyone”

Anita Archer

1. Ask Questions• Develop questions with only one right answer that can be answered

with short, 1-3 word answers.• Examples:

• What is the capital of California? (pause 4 sec.) Everyone (drop hands)

• What are the 3 branches of government, in alphabetical order (pause 5 sec.) – First…. Second…. Third

• What does DNA stand for? (pause 5 sec.) Everyone (drop hands)

2. Put up your hands to indicate silence

• Students are looking at a common stimulus• Point to stimulus• Ask question• Give thinking time• Tap for response

• Students are looking at their own book/paper• Ask question• Use auditory signal (“Everyone”)

Anita Archer

3. Give thinking time• Think Time –pause for 5 seconds after question before calling on a

student or cueing a group response.• Can have students put up thumbs, or look at you, to indicate enough thinking

time

• Engages students in thinking.• Increases participation.• Increases quality of responses.• Results in fewer redirects of students and fewer discipline problems.

Rowe, 1987

4. Lower your hands as you say, “Everyone”

• Use a clear signal or predictable phrase to cue students to respond in unison.

• Provide immediate feedback on the group response.

• If students don’t respond or blurt out an answer, repeat (Gentle Redo)

• Keep a brisk, lively pace.

Choral Responding: Examples

• What is the capital of California? (pause 4 sec.) Everyone (drop hands)• Sacramento

• What are the 3 branches of government, in alphabetical order (pause 5 sec.) – First…. Second…. Third

• Executive Judicial Legislative

• What does DNA stand for? (pause 5 sec.) Everyone (drop hands)• DeoxyriboNucleic Acid

• Name the 4 main bases in DNA – remember A,C,G,T (pause 5 sec.) Everyone (drop hands)

• Adenine Cytosine Guanine Thymine

Ms. Finch’s first graders have just finished reading a story about a young boy named Howard.

Ms. Finch puts her storybook on her lap and holds up her hand and says, “Class, get ready to tell me the main character in today’s story.” She says, “Think big,” drops her hand as a signal, and the students chime in, “Howard!” “Howard is right,” exclaims Ms. Finch. “Way to go!” She asks ten more quick questions–some about the setting and main idea. “Last one. Here we go. The problem Howard faced today was finding his lost dog. Is that true or false? Think about it.” She signals and the student eagerly respond, “False!” The students laugh and so does Ms. Finch. “I couldn’t trick you, could I?” she asks. “Tell me why that’s false.” She calls on James who is frantically waving his hand to answer.

Wood and Heward, 2004

• Teaching Active Participation Routines• Choral Responding• Think/Pair/Share

• http://www.scoe.org/pub/htdocs/archer-videos.html• Click on link to :

• Active Participation Instruction, 7th Grade• Specifically watch 3:00 – 5:35 & 6:40 – 8:05

Verbal RespondingPartners

Verbal Responses - Individual TurnsOption #1 - Partner First

1. Ask a question

2. Give students thinking time

3. Have students share answers with partners using sentence starter

4. Call on student to give answer

5. Engage students in discussion

Anita Archer

Verbal Responses - PartnersUse when answers are long or different

Partners

• Assign partners• Pair lower performing students with middle performing

students

• Utilize triads when appropriate

• Sit partners next to each other

• Give partners a number (#1 or #2)

• Teach students how to work togetherLOOK, LEAN, AND WHISPER

Verbal Responses - PartnersUse when answers are long or different

• Think • Have students think and record responses.• As students are writing, move around the classroom and write

down students’ ideas and their names.• Pair

• Have students share their ideas with their partners.• Have them record their partners’ best ideas.• As students are sharing, continue to circulate around the room,

recording ideas and names.• Share

• Display the ideas and names on the screen. Use this as the vehicle for sharing.

Anita Archer

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 teach called on one student to tell the class her answer. The teacher then asked to the class to raise their hand if they agreed with the answer. Then the teacher asked students to give a thumb down if anyone disagreed.

Colvin, 2009

Watch this video and note the different response strategies being implemented

• http://www.youtube.com/watch?v=_EBsPgyONew

Your Turn Complete Steps 1-3 of your worksheet

Non-Verbal Responding

Non-Verbal Responding

• Every student actively answering or responding to each question or problem posed by the teacher.

• Most common approaches: • Response Cards/Response Systems

• white boards• written response cards

• Movement Activities or Signaling• Thumbs Up/Down, Sit/Stand, 4 Corners

• Guided Notes

Non-Verbal Strategies

• White Boards/Response Slates – students have personal white board to write answers to teacher’s questions with an erasable pen.

• Letters, words, numbers, draw symbols, or solve problems.• When cued, hold up board to display answers.• Students use an eraser, sponge, or cloth to erase their

answer and await next question.

Written Responses• Response Slates (white boards)

• Prepare questions to match your response option• Make response fairly short

• Give directive

• Have students write answers on individual whiteboards

• When adequate response time has been given, have students display slates

• Give feedback to students• Provide the correct answer and a brief explanation if a

significant number of students did not respond accurately, then re-present the question.

Anita Archer

Using a Slate

• Video examples• http://explicitinstruction.org/?page_id=319• Open – “Vocabulary Review – 8th grade Geometry”

• Examples of:• Using response slates

• 2:30 – 2:50; 3:30 – 4:00• Partner Pair & Share

• 1:00 – 2:00; 2:50 – 3:30; 4:00-4:50• Choral Responding

• 0 – 1:00 & 5:00 – 5:50

Non-Verbal StrategiesResponse Cards

• Response Cards – pre-printed cards that have choice words on each side.• Yes/No, True/False, Odd/Even• Set of few choices (e.g., noun,

pronoun, verb, adverb)

Action ResponsesResponse cards

• Have students write possible responses on cards or paper or provide prepared cardsExamples:Simple responses: Yes, No; Agree, Disagree; a.b.c.d., I.2.3.4Punctuation Marks: . ? ! ,Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentaryBranches of Government: Legislative, Executive, JudicialVocabulary Terms: perimeter, area

• Ask a question • Have students select best response and hold it under their chin• Ask students to hold up response card• Monitor responses and provide feedback

Anita Archer

I would want to go “where the wild

things are.”

13+28 =

A. 15B. 31C. 41D. 311

Non-Verbal Strategies–Continued

• Signaling or Movement Activities• Thumbs up/thumbs down, stand up/sit

down, move to four corners, etc.

Action Responses

• Gestures• Students indicate answers with gestures

• Facial expressions • Students indicate answer with facial expression • Example: “Show me glum.” “Show me not glum.”

• Hand signals• Students indicate answer by holding up fingers to match

numbered answer

Anita Archer

Action ResponsesHand signals

• Thumbs up/thumbs down to indicate yes/no or agree/disagree

• Level of understanding• Students place hand to indicate level of understanding (high-

forehead, OK-neck, low-abdomen)

• Students display one (no understanding) to five (clear understanding) fingers

Anita Archer

Action ResponsesHand signals• Display numbered items on the screen

Example: 1 concentrate 2 absurd 3 enemy 4 disgusting• Carefully introduce and model hand signals• Ask a question • Have students form answer (e.g., 3 fingers to indicate

item #3) on their desk• When adequate thinking time has been given, students

hold up hand

Anita Archer

Your Turn

• Complete Steps 4-5 on your Worksheet

o o

Active, Recurring Prompts & Supports to use your use of OTR strategies

• ID a variety ways to support use of your identified strategy• Plan ways to actively support teachers to use the targeted

practice -- Prompting, monitoring & rewarding• Not just tomorrow, but the next day & the next day & next week & the

following week… until the habit is built

• Provide Multiple Levels of Support for Classroom Improvement Efforts

• Personal plan• Peer Support• Team• School-wide

Personal & Peer Supports• Personal Supports

• Phone alarm• Bright Note on clipboard• Note in textbook as prompt at

appropriate time• Daily self-check at end of day• Set weekly goal with self based

on daily implementation• Ask a student to remind me or

monitor implementation• Prompt written on board into

daily classroom schedule• Poster in classroom on location

• Peer Supports• Check-in or prompt w/ buddy

before school/ at lunch/ end of day

• Buddy sends me an email or text reminder or follow-up to check implementation w/ daily rating

• Set weekly goal with buddy w/ reward contingent on meeting reward

• Assistant in room gives a reminder just before time

Simple Daily RatingsRate your level of implementation of your PreCorrection Strategy (today or this week)

Low Medium High 1 2 3

Rate the effectiveness of your implementation on student behavior (today or this week)

Low Medium High 1 2 3

Your TurnStep 6: Recurring Supports for Building Habits

• Take a few minutes to Complete Step 6 of the Worksheet

• Make sure to Identify meaningful& feasible supports• Identify Personal Strategies for supporting implementation• Develop Peer Strategies for support – you can discuss with a peer

• 6) Monitor your Plan: Implementation & Impact

Team & School-wide Supports• Team Supports (e.g.

Dept., Grade Level, PLC)• Make Classroom

improvement a regular part of meetings and activities

• Begin meeting w/ 2 minute check:

• Check-in, share ideas & give feedback to:

• Encourage implementation• Check-in, problem solve,

enhance implementation

• School-wide Supports• Reminder on Morning

announcements• Regular review/check-in at

staff meeting• Rewards for implementers

• Recognize your Buddy• Recognize someone you

observed engage in the practice

• Daily or weekly implementation checks

• via email link• Put sticker on staff board to

rate implementation

Group Discussion• What school-wide strategies would be helpful for you

in supporting your implementation?

• Regular reminders over announcements?• Staff meeting review & sharing?• Collect implementation data?

• Daily email, survey monkey?

References• Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error

correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3, 217-233.

• 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.

• Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. 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.

• MacSuga, A. S., & Simonsen, B. (2011). Increasing teachers’ use of evidence-based classroom management strategies through consultation: Overview and case studies. Beyond Behavior, 20(11), 4-12.

• Miller, S.P. (2009). Validated practices for teaching students with diverse needs and abilities. Upper Saddle River, NJ: Pearson Education.

• Reiser, R. A., & Dempsey, J. (2007). Trends and issues in instructional design and technology (2nd Ed., pp. 94-131). Upper Saddle River, NJ: Pearson Education.

• Rowe, M. (1987) Wait time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.

• Scott, T. M. Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson Education, Inc.

References• Simonsen, B., Myers, D., & DeLuca, C. (2010). Providing teachers with training and performance

feedback to increase use of three classroom management skills: Prompts, opportunities to respond, and reinforcement. Teacher Education in Special Education, 33, 300-318.

• 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.

• 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.

• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

• Sutherland, K. S., Adler, N., & Gunter P. L. (2003). The effect of varying rates of opportunities to respond on academic request on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders (11), 239-248.

• Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of student with EBD: A review. Remedial and Special Education, (22), 113-121.

• West, R. P., & Sloane, H. N. (1986). Teacher presentation rate and point delivery rate: Effect on classroom disruption, performance, accuracy, and response rate. Behavior Modification, 10, 267-286.