Requires high levels of response and/or interaction from all students.

Tell me more:

Teachers ask questions or pose tasks that require all students to respond to the prompt. Students answer aloud altogether (chorally) or by writing the response (on a response card, on paper, in a notebook). The lesson pace is quick with many opportunities for students to respond.

Why is this important?

Active Student Responding (ASR) with teacher feedback is linked to better student outcomes (Hayden et al., 2010; States, J., Detrich, R. & Keyworth, R., 2019; Wood, Mabry, Kretlow, Lo, & Galloway, 2009). Responding more often during instruction increases students’ levels of engagement. The more often students are engaged in the lesson the more practice they have with the concepts.

Resources:

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction. New York, NY: Guilford Press.

What teaching strategies make a difference in improving student performance? https://www.winginstitute.org/what-teaching-strategies-make

For more strategies around Active Student Responding:

States, J., Detrich, R. & Keyworth, R. (2019). Active Student Responding (ASR) Overview.Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-student-respond

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://www.pnas.org/content/111/23/8410

Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. (2010). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 27–40.

Wood, C. L., Mabry, L. E., Kretlow, A. G., Lo, Y., & Galloway, T. W. (2009). Effects of preprinted response cards on students’ participation and off-task behavior in a rural kindergarten classroom. Rural Special Education Quarterly, 28(2), 39–47.