Embedded Files
Classroom Engagement
Classroom Engagement
Active Student Responding
Active Student Responding
Increasing the number of opportunities a student has to actively respond during group instruction has been linked to improved learning outcomes for students. Active student responding also allows the teacher to continually assess student learning throughout the lesson, builds student confidence by allowing them to perform well in front of their peers, and has been shown to decrease disruptive behavior in the classroom. There are many different strategies to increase active student responding (ASR) in the classroom including, but not limited to, choral responding, response cards, and guided notes.
Increasing the number of opportunities a student has to actively respond during group instruction has been linked to improved learning outcomes for students. Active student responding also allows the teacher to continually assess student learning throughout the lesson, builds student confidence by allowing them to perform well in front of their peers, and has been shown to decrease disruptive behavior in the classroom. There are many different strategies to increase active student responding (ASR) in the classroom including, but not limited to, choral responding, response cards, and guided notes.
Choral Responding
Choral Responding
Choral responding involves students responding to a teacher-directed question aloud and in unison when given a signal. Choral responding can be used to get students' attention, learn key concepts, reinforce ideas, and increase participation.
"Research on choral responding has demonstrated a strong relationship between frequent student responses during instruction and learning outcomes." (Wood & Heward, 2008)
Response Cards
Response Cards
Response cards are reusable cards, signs, or other items that can be held up by all students to display answers to a teacher's question instead of verbally responding. Response cards can be used periodically throughout the lesson, during independent practice, when playing a review game, at the beginning of a lesson to activate prior knowledge, or at the end of a lesson to check for understanding of new concepts.
Guided Notes
Guided Notes
Guided Notes are handouts that "guide" students through a lecture, presentation, or demonstration with background information and visual cues that indicate where to write key facts, points, and relationships. Note taking is an essential skill for student success, but many students do not know how to take good notes. Therefore we must teach this skill to students. Guided notes encourage active student responding as students must stay actively involved in the lesson in order to complete the blanks on the note page. Choral responding can also be used to ensure students have accurately written the notes.
Benefits and Tips - Choral Responding
Benefits and Tips - Choral Responding
Benefits:
Benefits:
No materials are required.
Provides all students the opportunity to respond.
Increases students learning by engaging more time in instruction.
Increases the likelihood of future responses when called on by the teacher.
Tips:
Tips:
Maintain a lively pace. Students make more responses, respond with higher accuracy, and engage in less disruptive behaviors when a fast-paced is used. Be sure to prepare questions and lessons ahead of time.
Intersperse choral responding and calling on individual students. This provides the teacher the opportunity to assess the learning of individual students and provide feedback. When calling on individual students be sure to call the student's name after presenting the question which cues all students to maintain attention. For lower-achieving students call on them individually after they give the correct answer during a choral response.
Benefits and Tips - Response Boards
Benefits and Tips - Response Boards
Benefits:
Benefits:
Increase the frequency of students responding.
Increase the accuracy of student responses.
Decrease disruptive behavior.
Tips:
Tips:
When using pre-printed response cards
Make the cards easy to see (consider size, font, and color)
Make cards easy for the student to manipulate and display
Put the answer on both sides of the card so students can easily see which card they are holding up
Make the cards durable so they can be reused
When using write-on response cards
Limit the length of the response to only 2-3 words (or what is appropriate for your age group/class) so a steady pace can be continued
Write new/key/technical terms on the board to eliminate the fear of spelling and to continue a steady pace
Allow students to draw or doodle on their response cards at the beginning or end of the lesson to reduce the desire to do this during the lesson
Keep extra markers and erasers on hand
Benefits and Tips - Guided Notes
Benefits and Tips - Guided Notes
Benefits:
Benefits:
Students must actively respond to and interact with the lesson's content.
Students produce a standard set of accurate notes to study.
Teachers are more likely to stay on task and on topic with the lesson.
Due to the location and number of key facts and concepts that are highlighted students are better able to determine if they understand.
Students of all achievement levels are able to score higher on quizzes and tests when using guided notes, compared to their own notes. (Beckley, 1996)
Tips:
Tips:
Include background information so students' notetaking focuses on important facts, concepts, and relationships.
Use consistent visual cues that show where, when, and how many concepts to record.
Don't require students to write too much.
Make sure the guided notes include all facts, concepts, and relationships that students are expected to learn.
Consider gradually fading out the guided notes to help students learn how to take good notes on their own.
Build in follow-up activities and contingencies that encourage students to complete and study their guided notes.
Every Kid Needs a Champion
Every Kid Needs a Champion
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Teaching Tactics that Work
Teaching Tactics that Work
Behavior Momentum
Behavior Momentum
Behavior momentum increases the likelihood of students emitting the desired response by first habing them emit a behavior that they are more likely to successfully complete.
STEPS:
Ask your student to perform an easy task
Repeat requests for different easy tasks until they are respodning fluently
Ask your student to perform more challenging task.
Shaping
Shaping
Shaping is the differential reinforcement of successive approximations to a target behavior.
STEPS:
Choose and define the target behavior.
Determine the student's present level of performance.
List all the steps to the target behavior.
Reinforce one step until the student is exhibiting that target reliably. Then begin to only reinforce the next step, which is closer to the target behavior until the target behavior is met.
Modeling
Modeling
Modeling is demonstrating a key skill behavior to prompt an imitative response. Modeling can happen in person or through video.
STEPS:
Choose and define the target behavior to be modeled.
Cue the student to attend to the model.
Engage in the target skill.
Wait for learner to engage in target skill.
Provide reinforcement for successful imitative response.
Chaining
Chaining
Chaining is the instructional procedure of reinforcing individual responses occurring in sequence to form a complex behavior. You can teach using the chaining method in 3 ways: Forward chaining, backward chaining, and total task presentation.
STEPS:
Identify target behavior and the steps needed to complete the skill.
Decide whether you will teach the skill using forward chaining, backward chaining, or total task presentation.
Present the task. (For example- wash your hands)
Reinforce the target step until mastered.
Once a step is mastered move on to the next step to teach and reinforce that step until mastery.
Once each step in the chain has been mastered, only reinforce completion of the target skill.
Response Delay
Response Delay
Response delay is when the response of the student is delayed in order to increase the probability of a correct response. It helps when the students who respond prematurely without giving careful attention to the stimulus (demand or question).
STEPS:
Identify and define the target skill.
Present the task and immediately give the student the correct response.
After a pre-determined number of correct responses at 0 seconds, systematically increase the wait time for the correct response.
Reinforce each correct response at the target criterion. Once the criterion is met for the delayed response, reduce the frequency of reinforcement.
Things to think about...
Things to think about...
What's missing?
What's missing?
Does the student have the prerequisite skills?
Is the source of the problem motivational?
Is the source of the problem the antecedent presentation?
Are there differences that need to be considered?
Can the student emit the response under non-taught instructional conditions?
Is the problem the consequence for the student's response?
*Once you determine what's missing, you can start to teach those missing skills or areas of weakness.
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