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"An opportunity to respond (OTR) is a teaching strategy that elicits student responses by posing questionsmor comments that provide students with multiple occasions to answer" (Cuticelli, Collier-Meek, & Coyne, 2016).
Rationale
The more students spend involved in learning activities, the more they learn.
Additionally, increased rates of responding and the subsequent improved learning tend to increase the amount of material that can be covered.
When teachers increase their rates of opportunities to respond, student on-task behavior and correct responses increase while disruptive behavior decreases.
Shown to improve reading and math performance.
Provides continual feedback for the teacher on student learning and the effectiveness of teaching strategies.
(Barbetta, Heron, & Howard, 1993; Carnine, 1976; Heward, 1994; Sutherland, Alder, & Gunter, 2003; Sutherland & Wehby, 2001; West & Sloane, 1986).
Strategies
Opportunities to Respond
Design lessons to provide a variety of strategies to increase students opportunities to respond and there, increase engaged time.
Strategy examples:
Various strategies to track students being called on
Choral responding
Non-verbal responses (e.g. thumbs up)
Response Cards
Guided Notes
Sequencing & Choice
Design lessons and assignment to sequence tasks by intermingling easy/brief tasks among longer or more difficult tasks.
Design lessons and assignments to offer a variety of choice options, for example:
Give students choice of partners
Offer locations in classroom to do work
Offer a variety of ways students can demonstrate their knowledge
Task Difficulty
Set students up for success by ensuring instruction, independent work and reading assignments are at students’ academic level.
Design lessons and assignments to address a variety of assignment lengths, response modes and increased opportunities for instruction or practice.
Snapshot 6 - Engagement and Opportunities to Respond 3-18-19.pdfOpportunities-to-Respond.pdfConnection to Professional Standards
Connection to Professional Standards
Core Proposition 1: Teachers are committed to students and their learning.
Standard 1.2-Application ofLearning Theory-The teacher demonstrates an understanding of how students develop and learn.
Standard 1.3-Classroom Climate-The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions towards learning.
Core Proposition 3: Teachers are responsible for managing and monitoring student learning.
Standard 3.1-Managing Classroom Routines and Expectations-The teacher establishes an organized and efficient learning environment that involves and engages all students maximizes learning time, and enhances student learning in a variety of individual and group settings.
Standard 3.2-Student Engagement-The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.
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