Improving Behavior and Impacting Learning through Opportunities to Respond

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Improving Behavior and Impacting Learning
throughOpportunities to Respond

• Melissa Jones, PhD
• Dept. of Special Education
• Eastern Illinois University
• mljones2_at_eiu.edu

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• 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 teacher
  called on one student to tell the class her
  answer. The teacher then asked the class to
  raise their hand if they agreed with this answer.
  Then the teacher asked students to give a thumbs
  down if anyone disagreed, and so on. (Colvin,
  2009, p. 48)

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Opportunities To Respond (OTR)

• The number of times the teacher provides academic
  requests that require students to actively
  respond (Miller, 2009 Sprick, Knight, Reinke,
  McKale, 2006)
• A teacher behavior that prompts or solicits a
  student response (Simonsen et al., 2008))
• Result in positive behavioral and academic
  outcomes
• Allows teacher insight

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Related to Behavior

• Increases student engagement with instruction
• Allows for high rates of positive, specific
  feedback related to behavior
• Limits time for engaging in inappropriate
  behavior
• Results in more effective use of instructional
  time

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Related to Academics

• Can be used as a quick assessment to guide
  teaching/lesson direction
• Provides teacher information on student
  understanding/thought process
• Allows teacher to correct errors in
  knowledge/understanding
• Evidence of gains in Reading and Math (e.g.
  mastery, rate, etc.)

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Easy as ABC
A Antecedent B Behavior C Consequence
Teacher Provides Question, Prompt, Cue Student Response or Behavior Teacher Provides Feedback (Specific Positive)
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Rate of OTR

• New Material
• 4-6 Responses per minute
• 80 accuracy
• Practice
• 9-12 Student responses per minute
• 90 accuracy

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Types of OTR

• Verbal--Involves vocal output
• vs.
• Non-Verbal--Involves action (no verbalizations)
• Individualby oneself
• vs.
• Groupwith others or while others do it

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OTR

• Non-Verbal

• Verbal

• Orally answering a question, sharing thoughts,
  summarizing, repeating,

• Writing
• Performing an action
• Moving about room

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Verbal OTR

• Individual Question/Response Pattern
• Choral Responding

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Consider Effective Questioning

• Reason/Purpose
• Level
• Know
• Understand
• Do
• Type
• Right/Wrong
• Opinion
• Kind
• Open or Closed

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Wait Time

• Typical ???
• Optimal 3-5 seconds
• Rationale/Advantages
• Think Time is preferred

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High Quality Feedback

• Timely
• Specific
• Related to Response
• Targeted
• Informative

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Non-Verbal OTR

• Response Cards/Response Systems
• Pre-printed, Write-on, Cover part
• Movement Activities/Signaling
• Sit/Stand, Thumbs Up/Down, Other Action, 4
  Corners
• Guided Notes
• http//rti2.org/rti2/guided_notes
• http//www.interventioncentral.org/index.php/study
  -org/221-guided-notes
• http//montgomeryschoolsmd.org/departments/hiat/te
  ch_quick_guides/Word_Guided_Notes.pdf
• Computer Assisted Instruction

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Steps for Response Cards

1. Question
2. Think
3. Decide answer
4. Wait
5. Cue to show
6. Hold up card
7. Put down card
8. Prepare for next question

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Exampleswww.reallygoodstuff.com
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Non-Verbal OTR

• Response Cards/Response Systems
• Pre-printed, Write-on, Cover part
• Movement Activities/Signaling
• Sit/Stand, Thumbs Up/Down, Other Action, 4
  Corners
• Guided Notes
• http//rti2.org/rti2/guided_notes
• http//www.interventioncentral.org/index.php/study
  -org/221-guided-notes
• http//montgomeryschoolsmd.org/departments/hiat/te
  ch_quick_guides/Word_Guided_Notes.pdf
• Computer Assisted Instruction

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Non-Verbal OTR

• Response Cards/Response Systems
• Pre-printed, Write-on, Cover part
• Movement Activities/Signaling
• Sit/Stand, Thumbs Up/Down, Other Action, 4
  Corners
• Guided Notes
• http//rti2.org/rti2/guided_notes
• http//www.interventioncentral.org/index.php/study
  -org/221-guided-notes
• http//montgomeryschoolsmd.org/departments/hiat/te
  ch_quick_guides/Word_Guided_Notes.pdf
• Computer Assisted Instruction

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Individual vs. Group OTR

• Individual
• Allows teacher to know what EACH student thinks
  targeted

• Group
• Provides ALL students the opportunity to answer
  without risk engages everyone

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Other Practices that INCREASE OTR

• Cooperative Learning
• Explicit/Direct Instruction
• Track Who is Called On
• Know Your Students
• Vary Your Approach/Promote Generalization

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Cooperative Learning (Kagan)

• http//w4.nkcsd.k12.mo.us/kcofer/social_cooperati
  ve_structures.htm
• http//www.mainesupportnetwork.org/pdfs/Singapore
  20-20Handout20-20Cooperative20Learning20-20S
  tructures.pdf
• http//www.ntlf.com/html/lib/faq/cl-utenn.htm

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Explicit Instruction (Sequence)I do, We do, You
do

1. Model
2. Check for Understanding
3. Practice (with faded support)
4. Feedback throughout

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Track who is called on

• Seating chart
• Draw names from a jar
• Popsicle Sticks
• Answer coins
• PLAN IT!

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Other Practices that INCREASE OTR

• Cooperative Learning
• Explicit/Direct Instruction
• Track Who is Called On
• Know Your Students
• Vary Your Approach/Promote Generalization

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For Monday

• Think about what you have heard today. Is there
  anything that you can use?
• What can be (easily) implemented into your own
  classroom/setting?
• How will you use/do this?
• What do you wish would have been included in the
  presentation or what do you wish there would have
  been more about?

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References

• Blackwell, A.J. Mclaughlin, T.F. (2005). Using
  guided notes, choral responding, and response
  cards to increase student performance. The
  International Journal of Special Education,
• 20, 1-5.
• Conroy, M.A., Sutherland, K.S., Snyder, A.L.,
  Marsh, S. (2008). Classwide interventions
  Effective instruction makes a difference.
  Teaching Exceptional Children, 40, 24-30.
• Haydon, T., Borders, C., Embury, D., Clarke, L.
  (2009). Using effective instructional delivery
  as a classwide management tool. Beyond
  Behavior, 18, 12-17.
• Haydon,T., Mancil, G.R., Van Loan, C. (2009).
  Using opportunities to respond in a general
  education classroom A case study. Education
  and Treatment of Children, 32, 267-278.
• Missouri Schoolwide Positive Behavior Support
  (n.d.) Effective classroom practice Active
  engagement of students Multiple opportunities
  to respond. Retrieved from http//pbismissouri.o
  rg/class.html