1. WELCOME! Please use a marker and write your name on a popsicle stick. We will collect these shortly. Please use a marker and write your name and your mood on a name tag then put it on. Complete your contact information on a TTAC roster sheet. When you have finished these 3 items, please raise your hand and we will give you a plicker card.

2. Increasing Student Engagement through Opportunities to Respond Leslie Brown Christine Young Crystal Bell

3. Today we will… Review research related to student engagement Identify verbal strategies to increase opportunities to respond Identify non-verbal strategies to increase opportunities to respond

5. Opportunities to Respond (OTR) The number of times the teacher provides academic requests that require student to actively respond (Miller, 2009; Sprick, Knight, Reinke, &McKale, 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008) Allows for teacher insight

6. (MacSuga-Gage & Gage, 2015)

7. OTR: Related to instruction Can be used as formative assessment Provides information on student understanding/thought process Allows teacher to correct errors in knowledge/understanding

8. OTR: Related to behavior Increases student engagement Allows for high rates of positive, specific feedback related to behavior Limits time for engaging in inappropriate behavior More effective use of instructional time

9. Guidelines for Response Rates 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–8-12 responses per minute with 90% accuracy. Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013 MO SW-PBS

10. Response Strategies Verbal strategies– students respond orally to teacher prompts or questions. Non-verbal strategies– student use a signal, card, writing or movement to respond. MO SW-PBS

11. Verbal Response Strategies

12. On average, how long do you think you wait to allow students to respond to a question? “Think Time”

13. Wait Time or Think Time The time lapse when delivering a question before calling on a student or cueing a group response. – Engages students in thinking. – Increases participation. – Increases quality of responses. – Results in fewer redirects of students and fewer discipline problems. Rowe, 1987 MO SW-PBS

14. Using Wait Time or Think Time Simply pause after asking a question for five seconds. – Count inaudibly, use a stopwatch or follow second hand on a clock. – Peer coaching or video- taping can help to develop awareness. MO SW-PBS

15. Individual Questioning Individual Questioning –calling on students unpredictably heightens student attention. Ask the question first, then pause before calling on the student to respond. Use seating chart, tallying to monitor rate of questions presented to each. Student names on strips of paper, drawn as questions asked. Use one of the strategies mentioned above, and call on a student to repeat or summarize what the student just said. MO SW-PBS

16. Time to write your notes

19. Non-Verbal Responding Every student actively answering or responding to each question or problem posed by the teacher. Same benefits as verbal response strategies. Most common approaches: white boards, written response cards, electronic response system, signaling or movement responses. MO SW-PBS

20. Non-Verbal Strategies Signaling or Movement Activities – Thumbs up/thumbs down, stand up/sit down, move to four corners, etc. MO SW-PBS

21. Non-Verbal Strategies (High Tech) Google Docs – Teachers and students can create mind map templates in Google Drawings and students can collaborate on the information to complete the mind map. – These can then be shared out to the class. – Activity for whole class, pairs, or small groups. – Pre-made templates do exist, but you may need to save them and share with students to have access.

22. Non-Verbal Strategies (Low Tech) White Boards–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. MO SW-PBS

23. Question… Using your own words, a visual, or an example, define “probability.”

24. Non-Verbal Strategies (High Tech) Using Electronic Student Response System/Device Plickers – www.plickers.com Teachers see immediately how students answer. Helps to guide teacher instruction. Devices/response systems are numbered so that individual responses can be downloaded for recordkeeping or further analysis once the session has ended. Student engagement and motivation or student satisfaction seems to be enhanced. All can respond anonymously using a familiar game approach. Reiser & Dempsey, 2007 MO SW-PBS

25. 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) Non-Verbal Strategies (Low Tech) MO SW-PBS

26. A/B/C/D: The product of 579 and 28 is closest to – A 20,000 B 18,000 C 12,000 D 10,000

27. Using White Boards or Response Cards Teachers should: Teach the expected behaviors, including when to select their card or write their response, when to share, and when to clean boards or reposition cards for next question. Prepare questions to carefully match your response option. Assess student responses and provide clear, specific feedback. Provide the correct answer and a brief explanation if a significant number of students did not respond accurately, then re-present the question. MO SW-PBS

28. Padlet Go to http://padlet.com/lmmurphybrown/henricopd Double tap on the screen. Type your name and the answer to the question on the screen. Non-Verbal Strategies (High Tech)

29. Non-Verbal Strategies (Low Tech) Chart Paper and Post-it Notes – Write the question on chart paper and give students who do not have electronics a post- it note to share answer.

30. Time to write your notes

31. Evaluation Please complete the green evaluation form and place it in the middle of your table.

32. Exit Ticket Please fill out the exit ticket and place it in the basket on your way out. THANK YOU!

33. Contact Information Leslie Brown lmmurphybrown@vcu.edu Christine Young cyoung@vcu.edu Crystal Bell crbell@henrico.k12.va.us TTAC currently supports… Wilder Middle School Fairfield Middle School Elko Middle School Brookland Middle School Highland Springs High School Henrico High School The Academy at Randolph Please feel free to contact Leslie or Christine for on-site assistance, if you are located at one of these schools.