Managing Response Rates Design Question 5 - Element 26: How do you manage response techniques to maintain student engagement in questions?

Before we begin… Before we begin talking about element 26, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related. Click here for the video.

How are the elements in Design Question 5 related to each other? After watching the video, you should have noticed that all of the elements have one common goal and that is to engage students in the learning process. Each element provides a different tactic for meeting the same goal. We hope you also noticed that while all of these elements are contained under the category “Enacted on the Spot”, student engagement can and should be planned for in advance. However, you will still need to read your students and apply some of these strategies as you notice the overall energy of the group becoming low. Now, let’s talk about element 26, specifically.

Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

Review Scale for Element 26

Desired Effect in the Students The desired effect is, “students cognitively engage or re-engage as a result of use of questioning strategies or probes.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

Let’s Begin with the Basics First we need a complete understanding of element 26, managing response rates. As you watch the below video, please make note of the most important components of this element. Identifying these features will go a long way in helping you to successfully implement element 26 into your classroom. Click here for the video.

What are the most important components of element 26? After watching this video, we’re sure you found that in order to successfully implement element 26, you will need to begin by asking inferential questions. Once students have answered these, it is important to ask that they defend or provide evidence from the text for their answers. Don’t forget that you can also use response chaining and ask other students to comment on a given answer. Wait time and maintaining a lively pace are also important to consider. Finally, be sure to have a plan for how you will call on students (popsicle sticks, cards, dice, etc.).

Task While watching the below video, please identify how the teacher uses simple hand signals to promote active listening in the students and how the hand signals prompt response chaining as well as encourage students to provide evidence for their thinking. After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element. Click here for the video.

Video Question Q: How did the hand signals promote active listening? A: Instead of simply raising their hands, the teacher asked the students to put up two fingers if they had something to add on to what another student had already said or a thumbs up if they had something new to say. In order to use these hand signals the students must be listening to the conversation so they know whether they are adding on and saying something new. Q: How did the hand signals prompt question chaining and encourage students to provide evidence for their thinking? A: The teacher’s classroom culture includes making her students think because the students must comment on other students’ ideas. Additionally, as students were adding on they would give evidence as to why they agreed or disagreed with another student’s thinking.

Task On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

Review Teacher and Student Evidence What did you see?

Review Teacher and Student Evidence What did we see?

How to Rate Teacher and Student Evidence You can only give credit for what you see. Teacher has students use hand signals to respond to questions. The students hold up two fingers to add on to another student’s thinking and a thumbs up to show new thinking. Teacher uses response chaining. The teacher provided students with a hand signal that prompted them to add on to another student’s thinking. Multiple students or the whole class responds to questions posed by the teacher. The teacher was able to call on multiple students as the class discussed the same question.

Review Scale for Element 26 to Rate the Teacher .

How we Rated the Teacher This teacher earned an Applying rating for Element 26. This rating was earned because she maintained student engagement by using hand signals. Additionally, she maintained a lively pace. Her monitoring was evidenced by the arrangement of herself and the students in a large circle, where she could visually check the engagement level of each student. This teacher may have been Innovating. However, that rating cannot be given based on the evidence in the video. We don’t actually see her modifying any part of her teaching in order to make the content accessible for all students. This does not mean that she did not do so, but we did not see it. The good news is that if your evaluator will be able to see and talk to all of your students to determine whether this is present or not.

Task While watching the next video, please identify: What questioning technique does the teacher employ to call on students at random? How is this technique effective in motivating all students to think about the answer to the questions the teacher asks? Sign into www.effectiveeducators.com. If this hyperlink does not work, please copy/paste this link: https://www.effectiveeducators.com/resource/show/4e2d8eca5d17508eb10899d2.

Video Questions Q: What technique does this teacher employ to call on students at random? A: The teacher has a set of sticks with student names on them that she uses to randomly call on students after asking a question. Q: How does this technique motivate all students to think about the answer to the questions? A: Because the system of calling on students for answers is random, each student knows they could be called on at any given time. When students are aware that they cannot rely on other students to answer questions or carry the class, they tend to be more engaged. Note: This video is an excellent example of one of the simple techniques that most teachers are probably already using in some form. On the next slide you will be asked to reflect on the practices that you already use to implement element 26. Chances are, there are many!

What is next? First, start with a self-evaluation. What teacher and/or student evidence can you identify for element 26 in your classroom? What rating do you think you would receive on the scale for this element? What do you already do to manage response rates? Now that you have determined where you rate on the scale, take some time to identify what you need to change or improve upon in order to grow to a higher rating on the scale. The resources on the following slide may be useful in helping you to get started.

Resources Strategies for Managing Response Rates (This article from www.effectiveeducators.com provides several examples of ways to manage response rates.) If the hyperlink doesn’t work, copy/paste the link: https://www.effectiveeducators.com/attachment/show/502bf53de4b0eaed9d1bf770. http://www.edutopia.org/blog/6-strategies-motivate-student-participation-maddie-witter (This article provides 6 strategies to increase student engagement during questioning.) http://www.cmu.edu/teaching/technology/whitepapers/ClassroomResponse_Nov07.pdf (This article explains how the use of classroom response systems can increase student engagement.) How to: Close the Achievement Gap by Having Wait Time How to: Close the Achievement Gap by Using Random Response Strategies

Is this element in your PGP? Then you need to… sign into www.effectiveeducators.com. Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions. decide how you will change your teaching as a result of viewing this module. execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

Further questions? Here are resources in case you have further questions: Your evaluator Another evaluator on your campus Your school’s classroom practice mentor (CPM)