1. Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond MO SW-PBS Center for PBS College of Education University of Missouri

2. ~80% of Students Tier 1 = Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings Tier 2 = Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tier 3 = Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Behavior ~15% ~5% CONTINUUM OF SCHOOL- WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Goal: Reduce new cases of problem behavior and/or academic failure Goal: Reduce current cases of problem behavior and/or academic failure Goal: Reduce intensity and severity of chronic problem behavior and/or academic failure

3. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SW Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

4. Effective Classroom Practices Classroom: Expectations & Rules Procedures & Routines Continuum of Strategies to Acknowledge Appropriate Behavior Continuum of Strategies to Respond to Inappropriate Behavior Multiple Opportunities to Respond Active Supervision Academic Success & Task Difficulty Activity Sequence & Offering Choice

5. Newcomer, 2008

7. Active Engagement of Students: Multiple Opportunities to Respond

8. An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006) 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

9. Opportunities to Respond ANTECEDENT Teacher Provides: Verbal Questions Prompts Cues BEHAVIOR Student Responses: Written Choral Verbal Motor CONSEQUENCE Teacher Provides: Specific, Positive Feedback

10. Opportunities to Respond: Example ANTECEDENT Teacher says, “When I give the signal everyone answer this question: What is 5 times 6?” Teacher waits a few seconds and gives signal. BEHAVIOR Students chorally respond, “30” CONSEQUENCE Teacher says, “Yes! The correct answer is 30”.

11. Why Provide Multiple Opportunities to Respond? Behavioral Outcomes: 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 (Heward, 1994)

12. Why Provide Multiple Opportunities to Respond ? Academic Outcomes: Improved Reading Performance: – increased percentage of reading responses, – mastery of reading words, – rates of words read correctly and – decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994) Improved Math Performance: – percentage of problems calculated correctly per minutes, – number of problems completed and – active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

13. Rate of Opportunities to Respond New Material: – 4 – 6 student responses per minute with – 80 % accuracy Practice Work: – 9 – 12 student responses per minute with – 90% accuracy (CEC, 1987; Gunter, Hummel & Venn, 1998)

14. Observing Opportunities to Respond Classroom: Frequency – Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response. Students: Rate of Academic Engagement – Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.

15. Opportunity to Respond Practice 1. Read the classroom vignette (Handout 1). 2. Determine how many opportunities to respond were provided to students during the instructional period. 3. Identify whether each opportunity was an individual or group response. Handout 1

16. Strategies to Increase Student Opportunity for Response A.Track Students Called On B.Guided Notes C.Response Cards D.Computer Assisted Instruction E.Classwide Peer Tutoring F.Direct Instruction

17. A. Track Students Called On Are all students called on? – Use a seating chart & mark off when a student is called on to answer an academic question. – Draw students’ names from a jar – Other strategies you have used?

18. B. Guided Notes Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________. Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy Rate of OTR for Practice Work: ___ opportunities with __ % accuracy Three common strategies to increase OTR are : 1.Tracking students called on 2.Guided __________ 3.Response ________

19. How To Develop Guided Notes Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc) Do Not Require Students Write Too Much

20. C. Response Cards Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses Types of Response Cards: – Preprinted Cards: Yes/No, True/False, Agree/Disagree, – Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story – Write-On Cards: 9X12 Response Cards & Dry-Erase Markers – Back side of recycled paper Easy to Manipulate, Display and See

21. Use of Response Cards Teach, Model and Practice the Routine 1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. Prepare for Next Question. Maintain lively pace Short time between questions Give clear cues OK to look at classmates’ cards Specific, positive feedback for correct answers and use of cards

22. Response Card Practice Distribute true/false cards to all participants. Routine: – I will ask a question and give you time to think. – I will say “Answer” – Show your card with your answer toward me. – Hold card until I say “Cards down”. – Place card on table and put eyes on me. Practice Handout 2

23. Response Card Activity Pair with another participant Discuss a lesson you teach that could include the use of response cards. Be sure each of you comes up with a plan! Use Handout 3 Handouts 4 & 5 are examples (one elementary and one secondary) Be prepared to share.

24. Strategies to Increase Student Opportunities to Respond A.Track Students Called On B.Guided Notes C.Response Cards D.Computer Assisted Instruction E.Classwide Peer Tutoring F.Direct Instruction

25. D. Computer Assisted Instruction Provides … High levels of response opportunities Immediate feedback Enhanced motivation for learning

26. E. Class-wide Peer Tutoring Highly structured format Reciprocal peer tutoring so every student can tutor and be tutored. Promote high levels of on-task behavior Actively engages all students in the classroom simultaneously

27. E. Class-wide Peer Tutoring Common Characteristics Clearly Defined Learning Tasks/Responses Individualized Instruction High Rates of Active Student Responding Immediate Feedback and Praise for Correct Responses Systematic Error Correction Measurement of Student Progress Motivation for Students Newcomer, 2009

28. F. Direct Instruction Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)

29. F. Direct Instruction Characteristics: Explicit, systematic instruction based on scripted lesson plans. Ability grouping. Emphasis on pace and efficiency of instruction. Frequent assessment. Quick pace helps keep students on task. New material is worked on in highly interactive format

30. Strategies to Increase Student Opportunities to Respond A.Track Students Called On B.Guided Notes C.Response Cards D.Computer Assisted Instruction E.Classwide Peer Tutoring F.Direct Instruction

31. Why Provide Multiple Opportunities to Respond … 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 (Heward, 1994)

32. Discussion Activity With your school team, consider how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement. Prepare to share with the large group. 5 minutes to discuss.

33. Additional Information Peer Assisted Learning Strategies (PALS) http://kc.vanderbilt.edu/pals/ National Institute for Direct Instruction http://www.nifdi.org/ http://www.nifdi.org/ Direct Instruction http://directinstruction.org/

34. References 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. Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author. Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.

35. References Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320). 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. 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. 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. Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.