1. Active Engagement
Welcome to the Pat & Pat Show!
WHY….When...and HOW?

2. Expectations today Be Safe Be Respectful Be Responsible
Food and drink are welcome!
Take care of your needs – break time
Movement is going to happen – so be careful!
Be Respectful
Be on time and ready to engage!
Cell phones – turn ’em down
Be Responsible
Use your Cornell Notes
Ask questions!

3. Outcomes Understand what Opportunity’s to Respond are
Understand why we might want to increase OTRs
Some great strategies to increase OTRs in our classrooms
Some great resources to find MORE!

4. Engagement

5. Three Truths & A LIE

6. Ice Breaker/Community Builder
Four statements about me
Three will be true, one will be a lie.
With your elbow partner, figure out which one is a lie.

7. 3 Truths and a Lie I have worked with SD Educators for over 25 years.
Increasing engagement is a new strategy for SD PBIS Schools
I have assisted SD Schools with PBIS Implementation for 5 years
I lived and worked in the Black Hills for over 6 years

8. Active Student Participation
Occurs each time students make
detectable responses to on going instruction
Directly related to curriculum sequence
Can be tallied or counted

10. Multiple OTRs Opportunities to Respond
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 teacher’s cue (action)
Opportunities to Respond occur when a teacher seeks a response from students.
Student’s can respond to teacher statements or questions in a variety of ways. Examples include… Reading aloud, writing answers to a problem, verbally answering a question or giving a motor response or gesture to a cue. 10 10

11. Opportunities to Respond (OTR)
OTRs include strategies for presenting materials, asking questions, and correcting students’ answers to increase the likelihood of an active and desired response.
# of times the teacher require students to actively respond.
Teacher behavior that prompts or solicits a student response (verbal, written, gesture).
Note to Presenter: See page 340 in the MO SW-PBS May 2014 Team Workbook for further information on opportunities to respond.
This is the first information that you have blanks to fill in on your Guided Notes. 11

12. Why?? 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
Provides a form of formative assessment (check for understanding)
(Heward, 1994)
Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with:
Students who are more engaged in instruction.
The more we ask students to respond, the more likely they are to be engaged in the academic material presented.
High rates of feedback.
If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback.
Decreases in problem behavior.
When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur .
Finally, allowing multiple opportunities for student response is an efficient use of instructional time.
Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond. 12 12

13. The Value of Providing OTRs
More time students are involved, more learned.
Increased rates of responding and subsequent improved learning tend to increase the amount that can be covered.
On-task behavior and correct response increase while disruptions decrease.
Shown to improve reading and math performance.
Provides continual feedback for the teach on student learning and the effectiveness of teaching strategies.
Note to Presenter: See page 340 in the MO SW-PBS May 2014 Team Workbook on key points on the value of OTR. All of these points have been proved through research. References will be provided at the end of the presentation. 13

14. Dr. Brandi Simonson Says
Increasing the rates of opportunities to respond is an easy, evidence based practice proven to both increase academic success and decrease classroom behavior.

15. Response Strategies Varied and creative strategies exist.
Verbal strategies–students respond orally to teacher prompts or questions.
Non-verbal strategies–student use a signal, card, writing or movement to respond.
Note to Presenter: See page 340 in the MO SW-PBS May 2014 Team Workbook on response strategies.
This slide introduces two categories of strategies–verbal and non-verbal. 15

16. Opportunities to Respond (OTR)
Prompt
Teacher Provides:
Prompts
&
Wait time
Response
Student Responds:
Read
Write
Verbal Answer
Motor/Gesture
Feedback
Teacher Provides: Specific, Positive Feedback
We can think about OTR in terms of the traditional ABC model of behavior (antecedents, behavior and consequences).
The teacher provides a question, prompt or cue that sets the occasion for students to respond (this is the antecedent). The student response may be written, choral, verbal or a motor (this is the behavior).
If the teacher provides an antecedent or question that brings a correct response or answer, this allows a chance to provide specific, positive feedback as a consequence.
Providing frequent opportunities to respond sets the occasion for students to receive high rates of feedback and experience high rates of success. This tends to increase academic engagement and decrease problem behavior. 16 16

17. Example
Prompt
Teacher says, “When I give the signal everyone answer this question:
What is the square root of 49?
Teacher waits a few seconds and gives signal.
Response
Students chorally respond, “7” Or
They write the answer on their white board and hold it up
Feedback
Teacher says, “Yes! The correct answer is 7”.
Consider this as an example.
The antecedent is the teacher saying
“When I give the signal, everyone answer this question: What is 5 times 6?”
The teacher waits and then gives the signal for students to answer.
This sets the occasion for the desired behavior… all students responding in chorus, “30”.
Students responding with a correct answer gives the teacher a chance to say “Yes! The correct answer is 30”.
The process is then repeated with several other different questions. 17 17

18. How Many Opportunities to Respond?
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
This is an example of a teacher using many opportunities to respond.
How many times during this scenario did the teacher give students an opportunity to respond? (six)
What were the various strategies that were used to get students to respond? 1. talk to neighbor (twice) 2. write 3. oral responses 4. non-verbal responses (raised hand, thumbs down) 18

19. How Many Opportunities to Respond?
This is an example of a teacher using many opportunities to respond.
How many times during this scenario did the teacher give students an opportunity to respond? (six)
What were the various strategies that were used to get students to respond? 1. talk to neighbor (twice) 2. write 3. oral responses 4. non-verbal responses (raised hand, thumbs down) 19

20. How Many Opportunities to Respond?
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
This is an example of a teacher using many opportunities to respond.
How many times during this scenario did the teacher give students an opportunity to respond? (six)
What were the various strategies that were used to get students to respond? 1. talk to neighbor (twice) 2. write 3. oral responses 4. non-verbal responses (raised hand, thumbs down) 20

21. Materials Handout Go To Strategies Explicit Instruction book
On Wiki Space
Explicit Instruction book
Anita Archer
Cornell Notes

22. Your Handout - Read it!
Read first 4 pages of your handout
Mark strategies on first 2 pages you are familiar with

23. Go TO STRATEGIES Teaching or learning Purposes
Community Building Strategies
Interactive Strategies
Teaching Strategies
Student Learning Strategies
Vocabulary Teaching Strategies
Reading Strategies
Writing Strategies

24. Think, Write, Pair, Share (or Stand Up, Hand Up, Pair up)
Raise your hand
With your handout
Find a partner from across the room
youngest is A
oldest is B
When you have a partner drop your hand
Share with your partner 1 strategy from each category you are familiar with.
A’s – 2 minutes
B’s - 2 minutes

25. Taking Notes Cornell Notes
For strategies
Categories of strategies for active participation
We’ve been through 2 strategies already!
Community Building
Interactive

26. #1: Community Building 3 truths & a Lie
Purpose: To provide personal information to strengthen relationships; builds community among members of a small group and also helps students discern the difference between fact and fiction.
Grouping Format: Interactive small group, individual writing time

27. Three Truths & a Lie Teacher Actions
Places students into small groups
Distributes a handout with space for writing 3/4 items
Model the activity by sharing 4 items - 3 True, 1 false
Asks students to put their heads together to determine
Asks for a show of hands from the class to indicate a vote for the untrue statement
Tell students which statement is not true
Directs each student to write three or four truthful statements and one untrue statement about themselves
Signals time and directs students to take turns reading their statements and voting on each one
Community Building Strategy!

28. Three Truths & a Lie Student Actions
Listens to the teacher’s personal statements
Talks within the small group to determine which statement is not true
Votes on which statement is not true
Writes four personal statements – three truthful and one not true
Reads the statements
Asks group members to vote on the untrue statement.
Listens and votes on other students’ statements
Community Building Strategy!

29. Take a moment and fill in your notes Three Truths and a Lie
What Category does it fall under?
What are the teacher actions
What are the student actions
How would you summarize this activity?
How might you use/increase the use of this activity?

30. #2: Interactive Strategies Think, Write, Pair, Share (or Stand up, Hand Up, Pair Up)
Purpose: To provide written & oral language processing time for content learning
Grouping Format: Whole group instruction, individual writing, interactive student pairs, whole class sharing

31. Think, Write, Pair, Share Teacher Actions
Presents content information
Poses a question, problem or prompt
Asks students to THINK individually
Asks students to WRITE their responses
PAIRS students with partner to revise and discuss
Asks for volunteers to SHARE and collects responses
Interactive Strategy!

32. Think, Write, pair, Share Student Actions
Listen to teacher instruction and question or prompt
THINKS about response
WRITES a response
PAIRS with other students to discuss/revise/confer
SHARES with whole class
Interactive Strategy!

33. Take a moment and fill in your notes THINK, write, pair, share
What Category does it fall under?
What are the teacher actions
What are the student actions
How would you summarize this activity?
How might you use/increase the use of this activity?

34. A video example Let’s watch Dr. Archer teach a 6th grade vocab lesson
Watch and see how many OTR’s the students have
Record how many times you see it!

35. Signal Response Cards If your answer is YES or TRUE
If your answer is NO or FALSE

36. Response Cards: According to the Council for Exceptional Children
“Teacher talk” should account for no more than 40-50% of time in the classroom.
YES! I agree

37. Response Cards: According to the Council for Exceptional Children
“Teacher talk” should account for no more than 40-50% of time in the classroom.
YES! I agree

38. Response Cards: According to the Council for Exceptional Children
When it comes to OTRs, small groups are the most effective.

39. Response Cards: According to the Council for Exceptional Children
When it comes to OTRs, small groups are the most effective.

40. Response Cards: According to the Council for Exceptional Children
When introducing new materials a minimum of 4-6 OTRs per minute are recommended.

41. Response Cards: According to the Council for Exceptional Children
When introducing new materials a minimum of 4-6 OTRs per minute are recommended.

42. Response Cards: According to the Council for Exceptional Children
When reviewing previously learned material a minimum of OTRs per minute.

43. Response Cards: According to the Council for Exceptional Children
When reviewing previously learned material a minimum of OTRs per minute.

44. Guidelines for Response Rates
?: Teacher talk should be no more than
A: 40-50% of instructional time
?: When it comes to OTR, small groups are most effective
A: No! OTR are effective in large, small & individual
?: New material
A: a minimum of 4-6 responses per/min (80% accuracy)
?: Review of previously learned material
A: 8-12 responses per/min (90% accuracy)
Guidelines from the Council for Exceptional Children that defined a high rate of opportunities to respond.
Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013 44

45. Lets Take some notes!

46. #2: Teaching Strategies Signal Response
Purpose: Purpose: To Check for Comprehension of all students
Grouping Format: Whole class instruction

47. #2: Teaching Strategies Signal Response Teacher Actions
Requires students to signal their response to questions posed when checking for understanding.

48. Signal Response Student Actions
Signals a response to teacher’s comprehension checking
Teaching Strategy!

49. Take a moment and fill in your notes signal Response
What Category does it fall under?
What are the teacher actions
What are the student actions
How would you summarize this activity?
How might you use/increase the use of this activity?

50. #4: Student learning Strategy Cornell Notes
Purpose: Purpose: To facilitate listening and reading comprehension of class presentation content materail
Grouping Format: Whole class instruction, individual learning

51. #4: Student learning Strategy Cornell Notes Teacher Actions
Model structure of note-taking on a large chart in front of whole class
Guides students to complete the structure using current content concepts from a text
Scaffolds the task by writing questions related to the content topic in the cue column
Provides time for students to question each other using the completed notes form
Encourages the use of Cornell Notes for studying and other reading
Student Learning Strategy!

52. Cornell Notes Student Actions
Attends as teacher introduces the note taking strategy
Completes the form with content from a text by responding to teacher written questions in the cue column
Works with partner to ask/answer questions
Uses the system for future studying/content reading
Student Learning Strategy!

53. Take a moment and fill in your notes Cornell Notes
What Category does it fall under?
What are the teacher actions
What are the student actions
How would you summarize this activity?
How might you use/increase the use of this activity?

54. Mix and Match Activity!

55. #5 Vocabulary Strategies Mix and Match
Purpose: To practice reading and defining academic vocabulary
Grouping Format: interactive whole group

56. #5 Vocabulary Strategies Mix and Match Teacher Actions
Prepares two card sets, set #1 indicates an academic vocab term. Set #2 defines the term or pictures it.
Provide each student with one of the cards from either set
Directs students to walk around the room to mix and read trading cards with other students as they do so.
Alerts students to stop exchanging cards to Match themselves with another student to form a pair, a term and a definition.

57. #5 Vocabulary Strategies Mix and Match Student Actions
Walks around the classroom reading and exchanging cards with other students
At the teachers signal, stop mixing and begins to search for a match for the term or the definition on their card
Reads the term and the definition with a partner.

58. #5 Vocabulary Strategies Mix and Match Summary
This interactive and vocabulary strategy may be used to summarize learning or to provide for additional oral practice of new vocabulary. The teacher makes two sets of cards. They may be matches (such as a word on one card and a picture or definition on the matching card), or they may be members of a set (such as examples of mixed fractions and the term mixed fraction. Each student has a card from one of the sets. In the Mix portion of the activity, students walk around the room reading and trading their cards with other students. In the Match portion of the activity, students make a match with one word card and one definition card. When partners match, they sit down together until all students have completed the activity. (Vocabulary Teaching Strategies) 

59. Take a moment and fill in your notes Mix and Match
What Category does it fall under?
What are the teacher actions
What are the student actions
How would you summarize this activity?
How might you use/increase the use of this activity?

60. Let’s review!! 3 Truths and a Lie
Stand Up, Hand Up, Pair Up (Think, Write, Pair, Share)
Signal Response Cards
Cornell Notes
Vocab Mix and Match
Lego (Ticket out the door)

61. Go TO STRATEGIES Teaching or learning Purposes
Community Building Strategies
Interactive Strategies
Teaching Strategies
Student Learning Strategies
Vocabulary Teaching Strategies
Reading Strategies
Writing Strategies

62. Why?? 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
Provides a form of formative assessment (check for understanding)
(Heward, 1994)
Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with:
Students who are more engaged in instruction.
The more we ask students to respond, the more likely they are to be engaged in the academic material presented.
High rates of feedback.
If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback.
Decreases in problem behavior.
When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur .
Finally, allowing multiple opportunities for student response is an efficient use of instructional time.
Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond. 62 62

63. Outcomes Understand what Opportunity’s to Respond are
Understand why we might want to increase OTRs
Some great strategies to increase OTRs in our classrooms
Some great resources to find MORE!

64. WRAP UP!

65. #7 Writing Activity Closing activity Lego 3,2,1(Ticket out the door)
Find your Lego color partners.
The person with then newest shoe – come get an index card
On the card record the thoughts of the group:
3 – things that interested you today
2 – questions you still have
1 – the thing you most hope we cover next time