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Objective: The goal of this module is to ensure effective initial implementation of Active Student Response (ASR) by providing teachers a framework for integrating different Active Student Response strategies into a focused lesson.
Objective: The goal of this module is to ensure effective initial implementation of Active Student Response (ASR) by providing teachers a framework for integrating different Active Student Response strategies into a focused lesson.
Outcome: Teachers will build and deepen their understanding of Active Student Response and move toward full implementation by completing a Resource-Based Task, integrating an Active Student Response strategy into a focused lesson, and reflecting on the experience.
Outcome: Teachers will build and deepen their understanding of Active Student Response and move toward full implementation by completing a Resource-Based Task, integrating an Active Student Response strategy into a focused lesson, and reflecting on the experience.
Step 2: Read the background information below.
Implementing with Fidelity:
Evidence-Based Instructional Strategies must be implemented well and with consistency so that students experience the achievement gains that are associated with them. Only full implementation will lead to optimal results. Full implementation can be achieved through an ongoing focus on learning about the strategy, practicing the strategy, and receiving actionable feedback on implementation (via coaching).
What is Active Student Response: Active Student Response is the utilization of strong scaffolding and varied learning tasks for students, designed to:
• Enhance student engagement and participation by offering multiple opportunities to read, write, demonstrate, speak, and listen during classroom instruction
• Make student thinking and learning observable (able to be seen and heard)
• Increase frequency of opportunities for accurate and actionable feedback and
• Promote deeper understanding of rigorous content
Types of Active Student Response:
· Non-verbal demonstration: A gesture made by the student seeking or demonstrating an academic response to an instructional question or statement
· Reading: An engagement strategy that involves students to actively read and respond to academic literacy
· Speaking and Listening: Students actively speaking and listening to each other and the teacher demonstrating an academic response
· Writing: Writing in response to an academic question, statement, or image
Why is Active Student Response important?
Student engagement is critical to student learning and success. Active Student Response enhances student engagement in the classroom by encouraging student effort, increasing positive interactions between teacher and student, offering feedback opportunities for teachers and students, and allowing learning to be seen and heard, providing teachers with opportunities to adjust their instruction in real-time.
Step 3: Resource-Based Task: The following activity has been designed to help you further explore Active Student Response and move toward full implementation of the Evidence-Based Instructional Strategy (EBIS).
Step A: Choose one type of Active Student Response on which you would like to focus (Non-Verbal, Reading, Speaking and Listening, or Writing).
Step B: Explore the resources listed under the selected strategy in the table below. As you explore, consider how the resource might be used to improve engagement in your classroom.
Step C: Select a resource from the options explored (i.e. Collaborative Hand Signals) that you will focus on implementing in the short-term. Make note of specific steps that you will take for implementation.
Non-Verbal Demonstration
Resource 1: Collaborative Hand Signals - (video, all grades) silent signals to engage students in discourse
Resource 2: Silent Signals in the Math Classroom – (video, elementary) silent signals in an elementary classroom that promote active listening and participation
Resource 3: Communicate Learning with Silent Signals – (video, elementary) silent signals that encourage metacognitive strategies
Resource 4: 6 Hand Signals that Bring Learning to Life – (text, elementary) signals that provide instant feedback for peers and insight for teachers about students' moment-to-moment reasoning and comprehension
Reading
Resource 1: Deepening Text Analysis through Student Talk – (video, secondary) deepening text analysis in a middle school classroom through student talk
Resource 2: Close Reading Activities for Every Classroom – (text, all grades) four close reading activities that can be used in any discipline, and with any piece of writing
Resource 3: Reading Cloze Procedure – (text, elementary) in a cloze activity words or letters are omitted from text in ways that require the readers to use specific reading strategies, or to focus upon specific cues in the text
Speaking and Listening
Resource 1: Accountable Talk – (text, all grades) an overview of accountable talk with ideas for implementation (including accountable talk response stems)
Resource 2: Improving Participation with Talk Moves – (video, elementary) talk moves encourage student participation and having them make connections through speaking
Resource 3: Open-ended Questions to Encourage Conversations – (video, elementary) open-ended questions to encourage academic thinking and conversation in an ELL classroom
Resource 4: Talk Moves in Academic Discussions – (video, secondary) talk moves in a middle school classroom that foster and deepen academic discussion
Resource 5: Strategies for Student-Centered Discussions – (video, secondary) demonstrates strategies to support student-centered discussion through reflection and guiding questions
Writing
Resource 1: Written Responses for ASR -- (text, all grades) a short list of writing strategies with brief descriptions of each strategy
Resource 2: Think-Pair-Share to Practice Simplifying Expressions – (video, secondary) process for students to write independently, discuss their work with partners, and then revise their thinking
Resource 3: Guided Notes – (video, elementary) teacher-prepared handouts that outline and leave blank space for students to fill in key concepts, facts, definitions, etc.
Resource 4: Whiteboards Stimulate Student Learning – (text, all grades) tips and lessons about how to use mini-white boards to engage students
Resource 5: Thinking Notes – (video, secondary) a close reading strategy that has students structure their independent reading with metacognitive markers
Step 4 Application-Based Task: This task is focused on practicing your selected Active Student Response Strategy and getting feedback on how it was implemented. The task consists of 4 steps that can be completed with a colleague/instructional coach (preferred) or individually (with a camera/recording device).
Step 1: Design a lesson that incorporates the Active Student Response strategy you selected. Set implementation goals for:
· How often you want to use the strategy (frequency and/or consistency)
· What an observer should see and/or hear when it is being used
Implementation Goals:
► The Active Student Response strategy I will use is: ____________________________________________ (i.e. non-verbal hand signals).
► I want to use this Active Student Response strategy___________________________________ (e.g. X number of times, 25% of class time, every 10 minutes, etc.).
► An observer will see/hear_________________________________________________________________________________
(e.g. students using three specific non-verbal hand signals consistently throughout the lesson, open-ended questions being posed throughout the lesson, etc.) during the observation which will indicate the ASR strategy is being used.
Step 2:
If working with a colleague or coach:
· Arrange a time that your colleague can come observe you
· Tell them EXACTLY what type of Active Student Response strategy they will be looking for when they come
· Tell them what your implementation goals are
· Give them the resource that illustrates/describes the strategy
· Give them the observation tool (see page 6)
· Decide on a time for a 10-15 minute debrief as close to the time of the lesson observation as possible (preferably same day)
If working individually:
· Obtain a camera/recording device
· Arrange any related permission documentation necessary for recording students in your school
Step 3:
If working with a colleague/instructional coach, teach the lesson with the Active Student Response strategy while your colleague/coach takes notes using the observation tool on page 6. After the lesson, hold the lesson debrief focusing solely on the implementation of your Active Student Response strategy. Discuss the following questions:
· How were the implementation goals met or not met?
· What went well in terms of implementation?
· What might be added, removed, modified, or tweaked to improve implementation next time?
If working individually with a video camera/recording device:
· Review the recording and script what you see using the observation tool (on page 6)
· Conduct a personal, independent reflection in writing using the discussion questions above
· Submit your written responses to your Ed Direction coach
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