1. Classroom Management: An Administrator’s Toolkit
Module 3:
Actively Engage Students in Observable Ways
This module provides evidence-based practices, that when implemented provide staff with instructional techniques that increase student engagement.
Do not think of this training as merely a power point presentation. This training module was not designed to be completed as a one day training. Rather, it was designed to build staff capacity to address component areas directly related to actively engaging students in instruction. Design your professional development time in ways that meet your staff’s needs; chunked into relevant and meaningful units that are paced according to the time you have available. For example - you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. All activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. As your staff proceeds to work through the module for Actively Engage Students in Observable Ways consider how new strategies will be implemented throughout your educational setting.
This module involves teaching of several instructional techniques that may be easily implemented into classrooms. One recommended use of this module would include the following implementation procedure:
After completing Parts 3, 4 and 5, teachers select strategies to implement in their classrooms. For example, guided notes, response cards and SAFEMEDS.
Teachers then share their feedback as to how they used the strategies, what impact the strategies had on the students and how they may use the strategies in the future.
Goals:
As a result of engagement in this module, the participants will:
1. Describe evidence-based practices related to principles of effective instruction
2. Identify effective teaching strategies that actively engage learners in instruction
3. Select evidence-based effective instructional strategies and implement in the classroom setting
Refer to the Module 3 Overview Document for additional information regarding the layout of the module. The module overview provides facilitators with a visual representation of the entire module (purpose, goals, pacing chart, and logistical details) enabling facilitators to determine how best to use their time within the module. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
PaTTAN is committed to providing school staff with the most current research and best practices regarding positive behavior support to ensure all students are able to successfully navigate non-academic barriers.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
The PA Department of Education and PaTTAN system want to ensure that when the IEP team is making decisions about how and where the IEP will be implemented, the general education classroom is always the first option.  The team should determine how the student’s IEP could be implemented including supplementary aids and services within the general education classroom. The general education setting includes extracurricular activities and programs for which all students have access.

4. Summary of Supporting Research
Evidence-based Practices in Classroom Management: Considerations for Research to Practice
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G., (2008). Evidence based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31(3),
Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators
Ellis, E., Worthington, L.A., (1994). Research synthesis on effective teaching principles and the design of quality tools for educators. Technical Report No. 5 produced for the National Center to Improve the Tools of Educators. University of Oregon.
Module 3: Actively Engage Students in Observable Ways was developed using several pieces of research. The first article serves as the basis for all training modules presented in this series. It is a meta-analysis of evidence-based effective classroom management practices.
The second article is a synthesis of the Research on Effective Teaching Principles and the Design of Quality Tools for Educators by Ed Ellis and Lou Anne Worthington.

5. Evidence-Based Practices in Classroom Management
Maximize structure
Post, teach, review, monitor, and reinforce a small number of positively stated expectations
Actively engage students in observable ways
Acknowledge appropriate behaviors
Establish continuum of strategies to respond to inappropriate behavior
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G., (2008). Evidence based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31(3),
The literature search completed by Simonsen, et. al resulted in identification of 20 general practices that meet the criteria for evidence-based. These practices were grouped into five empirically supported critical features of effective classroom management:
Maximize structure
Post, teach, review, monitor, and reinforce a small number of positively stated expectations
Actively engage students in observable ways
Acknowledge appropriate behaviors
Establish continuum of strategies to respond to inappropriate behavior
The focus of this module will be on feature 3 – actively engage students in observable ways.

6. Module 3: Actively Engage Students in Observable Ways
GOALS:
Describe evidence-base practices related to the principles of effective instruction
Identify effective teaching strategies that actively engage learners in instruction
Select evidence-based instructional strategies and implement in the classroom
This module addresses the importance of actively engaging students in observable ways. This module will provide practical strategies to increase student engagement that school staff can implement easily and quickly into their every day instruction.
As a result of engagement in this module
Participants will describe evidence-base practices related to the principles of effective instruction
Participants will identify effective teaching strategies that actively engage learners in instruction
Participants will select evidence-based instructional strategies and implement in the classroom
Through completion of the activities included in this module, school staff will discover means by which to engage students actively and successfully in instruction.
After school staff have completed this module, they should be implementing a variety of actively learning strategies. As the building administrator, you should see the school staff engaging the learners during classroom instruction. Below is a list of indicators to look for when doing classroom walk-throughs.
“Look Fors” when doing classroom walk-throughs.
All students are given opportunities to frequently respond
All students are given opportunities to respond correctly
All students are engaged in productive, meaningful tasks
During the first seven minutes there is an entry routine established
There is evidence that the current lesson is connected to previously taught skills
During the first seven minutes of the lesson all students have the opportunity to respond
During the first seven minutes of the lesson the instructor knows if all students responded correctly

7. Effective Classroom Management
It’s important to recognize that effective classroom management is NO LESS than 80% prevention and NO MORE than 20% intervention. By focusing our attention first on preventative measures the need to intervene with students will be less necessary. The examples on this chart are not exhaustive; however, each is featured within the Classroom Management : An Administrator’s Toolkit. Active engagement, which is the focus of this module, refers to how students participate during classroom instruction and is comprised of passive (e.g., listening to a teacher) and active (e.g., writing, answering a question) behaviors. Active student engagement has been shown to be the most important variable between instruction and academic achievement. When students are actively engaged in instruction, then it is difficult to engage in incompatible behaviors (e.g., out of seat, talking to peers). Teachers can increase active engagement by increasing students’ opportunities to respond, utilizing effective teaching principles (e.g. direct instruction techniques), implementing peer tutoring, utilizing computer-based instruction, and providing guided notes.

8. Module 3: Actively Engage Students in Observable Ways
Part I: The Importance of Time Part II: Principles of Effective Instruction Part III: Strategies to Actively Engage Students Part IV: Computer Assisted Instruction Part V: Peer Tutoring
Module 3 includes 5 component parts. Each will be discussed in greater detail.

9. Module 3: Actively Engage Students in Observable Ways
Part I:
The Importance of Time
Ask the participants to consider their ideal class…you may want to have them write down the characteristics of an ideal class on sticky notes or index cards so you can collect and organize the responses. After a few minutes, ask that the participants share the characteristics that they wrote down. You will categorize their responses (what we can control – what we can’t control but don’t tell the participants how you are categorizing their responses just yet!). Categorize the responses visually - if you used the index cards/sticky notes or make a two-column chart on oversized- paper or on a word document that can be displayed. Once you have categorized all responses – ask the participants to determine the categories…they can work in groups or individually to come up with category titles…after a few guesses – share with them the categories of “what we can control” and what we can’t control”…this module will give us the opportunity to focus on what is in our control – instruction! The first section of the module emphasizes the importance of time (a variable for which we have some control) and illustrates the impact the use of time can have on student achievement.

10. Academic Learning Time:
The Importance of Time
Academic Learning Time:
The time that students are directly engaged in meaningful activities that are related to the curriculum sequence and have successful outcomes.
Time is a critical instructional variable. Academic learning time is the instructional time when classroom learning actually occurs in a subject area, typically guided by the teacher. This is a rather complex concept that relates to other concepts of instructional time such as allocated time, engaged
time, contact with curriculum and assessment instruments, and success rate. As Berliner (1991) pointed out, “[a]cademic learning time is often and inappropriately used as a synonym for engagement, time on task, or some other time-based concept. It’s meaning, however, is considerably more complex . . .” (p. 3). Aronson et al., (1998) suggested that academic (or actual) learning time is “. . . That precise period when an instructional activity is perfectly aligned with a student’s readiness and learning occurs”. In general, academic (or actual) learning time is the teacher-directed instructional time when learning actually occurs.
Ask staff to consider a recent class they have taught. Think about the amount of academic learning time that occurred…

11. The Importance of Time
Three aspects of time that directly impact student learning:
Time allocated for the activity
Degree to which students are engaged during the allocated time
The rates of success students experience while engaged in the activity
Time is a variable that teachers have some control over. As we consider the three aspects listed on this slide, two of the three items are within the control of the classroom teacher.
Time allocated for an activity refers to the instructional time available. Decisions made about allocated time are typically made at the administrative level. Teachers typically do not have control over the amount of time available for instruction. However, a teacher does have control over how allocated time is used. If the teacher is able to teach “bell to bell” – meaning from the first moment the students arrive to the time students leave, the rate of learning should be positively effected.
Engagement time addresses how allocated time is spent. Engaged time is also referred to as “time on task”. Student learning increases when the they are actively engaged in learning during allocated time. For instance, if 42 minutes is allocated for the science class, then the majority of that time should have students engaged in learning. If the teacher is using lecturing as the strategy for sharing content, the students should be using a study guide (active engagement) or some other instructional strategy to capture the main points of the lecture. Otherwise, the students are less likely to stay engaged during the lecture.
Success rate is a critical variable. When students are provided with high rates of success during instructional activities, student learning is increased. The more success they have when learning a concept/skill, the more likely the skill/concept will be successfully learned to mastery. Success during practice matters! While the old adage is “practice makes perfect” – consider what happens when the student isn’t practicing correctly. If the student continually practices naming the capital of Pennsylvania as Philadelphia, it doesn’t matter how much the student practices, s/he will continue to miscue. Therefore, practice makes permanent…and will require you to un-teach (the capital of PA, in this case) and re-teach (the capital is Harrisburg). So, regardless of how much time you have for practice, the rates of success students experience during practice matters!

12. The Importance of Time: Typical School
1170 hrs.
School Year (6.5 hrs. x 180 days)
hrs.
Absenteeism (1 day/mo. X 10 mos.)
1105 hrs.
Attendance Time (Time in school)
- 270 hrs.
Allocated Non-instructional Time (1.5 hrs/day for recess, lunch, etc.)
835 hrs.
Allocated Time (Time scheduled for teaching)
- 209 hrs.
Un-Allocated Non-Instructional Time (25% of allocated time for administration, transitions, discipline, etc.)
626 hrs.
Instructional Time (Time actually teaching)
- 157 hrs.
Time Off-Task (Engagement Rate = 75%)
469 hrs.
Engaged Time (Time on-task)
hrs.
Unsuccessful Engaged Time (Success Rate = 80%)
375 hrs.
Academic Learning Time (Time actually learning)
Efficiency Rating = 32%
Think about the typical school year. We set out with the best intentions to use the time provided as best we can. However, “life” happens – we encounter evacuation drills, field trips, fund-raising presentations, etc. - which all impact the amount of instructional time available for our students. We know that as a public school in Pennsylvania, we are required to complete 180 school days. The length of the school day varies depending on the LEA, but if we consider 6.5 hours as the average number of instructional hours – how do the interruptions (instructional and non-instructional) impact the academic learning time of our students?
You may want to review each line of this calculation to discuss the local differences/similarities. Read to staff:
The typical school has 1170 hours in the school year- 6.5 hrs./day X 180 days
Schools will lose 65 hours due to absenteeism which leaves us with 1105 hours when students are actually in school
They lose 270 hours in allocated non-instructional time (1.5 hrs/day for recess, lunch, etc.)
This leaves the school with 835 Hours Allocated time scheduled for teaching
They lose 209 hours in un-allocated non-instructional time for administration, transitions, discipline, etc.
They are now are down to 626 hours of instructional time- time actually teaching
They lose 157 hours where students are off-task (engagement rate of 75% of the time) which leaves them with 469 hours that students are engaged – on-task
They lose 94 hours where students are unsuccessful - meaning they didn’t learn (80% success rate; in reality it could be much worse!
Grand total 375 Hours of Academic Learning Time –The time actually learning hours/1170 hours is an efficiency rating of 32%.

13. The Importance of Time: “Effective School”
1170 hrs.
School Year (6.5 hrs. x 180 days)
hrs.
Absenteeism (1 day/mo. X 10 mos.)
1105 hrs.
Attendance Time (Time in School)
hrs.
Allocated Non-instructional Time (1.5 hrs/day for recess, lunch, etc.)
835 hrs.
Allocated Time (Time Scheduled for Teaching)
hrs.
Un-Allocated Non-Instructional Time (15% of allocated time for administration, transitions, discipline, etc.) vs. 25%
710 hrs.
Instructional Time (Time actually teaching [710 vs. 626]
hrs.
Time Off-Task (Engagement Rate = 90% (vs. 75% )
639 hrs.
Engaged Time (Tine On-Task) [639 vs. 469]
hrs.
Unsuccessful Engaged Time (Success Rate = 90% (vs.80%)
575 hrs.
Academic Learning Time (Time actually learning) [575 vs. 325]
Efficiency Rating = 49% (vs. 32%)
Ask staff to reflect on the differences in time shown in red. How is it, that a school considered “effective” has less time allocated for “non-instructional” time and more time for instructional time and engaged time…what do you suspect the school staff are doing to increase their academic learning time?
Clearly, the school is not able to change the amount of time they have nor control all variables effecting time. However, what they can control – they do effectively. Effective teachers spend 15% less time on management and organization tasks, and 50% more time in interactive instructional activities. They also organize the students’ time so they can spend at least some time with the total group, in small groups, and with individuals.

14. The Importance of Time Unallocated Non-Instructional Time
25% (typical) vs. 15% (effective) — Hours recouped = 84
Engagement Rate
75% (typical) vs. 90% (effective) — Hours recouped = 86
Success Rate
80% (typical) vs. 90% (effective) — Hours recouped = 30
So What?
200 Hours More Academic Learning Time..53% More Academic Learning Time
Additional time results in 95 More Days of Instruction
Classroom Management
Instructional Delivery Techniques
Curriculum and Assessment
Note: This is an animated slide. Once the slide comes up – set up the conversation to discuss the question… What’s the difference between a typical school and an “effective” school? You may hear the argument that we could do more/better if we had more hours in the school day or we need more school days to “cover” the entire curriculum.
First click - Unallocated non-instructional time is directly related to classroom management. With established routines and rules, students are less likely to require attention for tasks they can complete without interrupting the flow of the class (i.e., restroom requests, sharpening pencils, organizing materials)
Second click - Engagement Rate is directly related to instructional delivery techniques. The more we are able to actively engage students in learning, the less likely they will be off-task and “zoned out” from the instruction taking place in the classroom. See part three of this module to learn of strategies for increasing engagement.
Third click - Success rate is directly related to curriculum and assessment. More specifically, the design of the instruction, the materials used, the amount of practice provided to students all impact success rate.
Knowing the impact these “tweaks” – classroom management strategies, instructional delivery, instructional design – can have on the amount of academic learning time, what is a change we can make right now?

15. Where Does the Time Go? Activity 3.1
This activity will allow school staff the opportunity to see how they are using their allocated time. Encourage staff to record the events/activities that take place during a single class – recording the type of event/activity, amount of time students are engaged or not engaged and any notes. At the end of class they are to divide engaged time by total time of the class to determine the amount of academic learning time. The goal is to increase the amount of academic learning time in each and every class. Knowing that the time used in each class can vary, encourage staff to repeat this activity 2 additional times so they can find the AVERAGE amount of academic learning time…follow up with staff to discuss ideas/strategies that could be used to increase the use of allocated time.
Activity 3.1 Where Does the Time Go?
Total Time: 30 minutes
Purpose: To investigate how allocated time is really used
Refer to Activity 3.1 –This activity is to be facilitated as an independent activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.1

16. Module 3: Actively Engage Students in Observable Ways
Part II:
Principles of Effective Instruction
As educators, we all want the same thing – to impart knowledge and skills to our students so that they are successful. One of the greatest tools that we have is effective instruction. While effective instruction is important for all students, those students that struggle in your classrooms will benefit the most from this type of instruction. This part of the module will focus on effective teaching principles and how best to use them with your students.

17. Principles of Effective Instruction
Optimize engaged time/time on task
Promote high levels of success
Increase content coverage
Have students spend more time in instructional groups
Scaffold instruction
Address different forms of knowledge
As educators, we all are focused on providing students with instruction that will assist them in reaching their goals. While there are many things for which teachers do not have control, instruction is typically one component for which they have control. There are six underlying principles that have emerged from over 30 years of research, as referenced in Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: effective and efficient teaching. New York: Guilford Press. We will discuss each one in greater detail.

18. Principles of Effective Instruction
Start lessons on time and stick to the schedule
Teach in groups as much as possible
Be prepared
Avoid digressions
Decrease transition time
Use routines
Ways to Optimize
Engaged Time
Increase allocated time and time spent teaching in critical content areas
Ensure appropriate match between what is being taught and the instructional needs of students
The more time students are actively participating in instructional activities, the more they learn.
Ways of optimizing instructional time:
1.Increase allocated time and time spent teaching in critical content areas
2.Ensure appropriated match between what is being taught and the instructional needs of students -Consider the importance of the skill and the level of difficulty. Verify that students have the prerequisite knowledge to learn the skill
3.Start lessons on time and stick to the schedule
4.Teach in groups as much as possible -Teaching students in large and small groups increases both Academic Learning Time and the amount of instruction for each student, as compared to other instructional arrangements such as one-to-one instructions or seatwork.
5.Be prepared -Often instructional time is lost because teachers don’t have their materials organized and ready for instruction. They are spending time gathering their materials when they could be teaching.
6.Avoid digressions -Stay on topic, and avoid spending time on unrelated content.
7.Decrease transition time -Often instructional time is lost through inefficient and disorganized transitions
8.Use routines -Routines refer to the usual way activities are carried out. Routines save time because both students and teachers know how and what they are supposed to do. In relation to instructional activities (e.g. group work, seatwork), students know how and when they can get needed materials, ask for help, etc. These routines are typically taught at the beginning of the year and reinforces as the year progresses. Routines are discussed in detail in Module 1 of this series.
Looking at the list – which way(s) of optimizing time are you fairly secure with? Which way(s) could you use some assistance? Talk with your table partners and share ideas/strategies to consider.

19. Principles of Effective Instruction
Promote High Levels of Success
The more successful students are when they engage in an academic task the more they achieve
Factors to increase success include:
Scaffolding procedures
Clear presentations
Modeling of skills and strategies
Supported practice
Careful monitoring of student responses
Immediate and corrective feedback
Children who experience frequent failure, over a period of time, may experience learned helplessness and avoidance of academic tasks. High success rates (or almost errorless performance) are especially critical to increasing student achievement among students who are ineffective learners. Some recommendations to increase levels of success rate include:
(1) Students should complete tasks at a 70 to 90% success rate when under the direct instruction of the teacher and during initial learning
(2) Expect higher success rates during independent activities
(3) Set high expectations. For example, Good and Brophy (1986) observed some negative teacher behaviors that occur when interacting with students they believe to be less capable
(a) Asking fewer questions and waiting less time for answers
(b) More frequent criticisms and less frequent praise
(c) Seating away from the teacher
(d) Lower academic expectations
(e) Differential grading in favor of high achieving students
(f) Less frequent and less friendly interactions
(g) Less eye contact and other forms of nonverbal communication that would result in increased student attending and responding

20. Principles of Effective Instruction
Increase Content Coverage
The more academic content covered effectively and efficiently, the greater potential for student learning
Avoid digressions, decrease transition times
Increase opportunities to learn by increasing frequent responses
Factors that influence the teacher’s content coverage decisions are: effort required, difficulty of the content, teacher’s personal feelings of enjoyment teaching the content, how much time is devoted to the topic, the topics to be covered, the students to be taught, when and for how long each topic will be covered (pacing schedules), and the degree of mastery required for each topic.
Content coverage requires careful planning. Both explicit planning and organization on a daily basis result in improved student learning.
Effective teachers incorporate effective teaching practices consistently:
Beginning with a statement of goals
Reviewing previous learning
Presenting new info in small steps
Providing ample and active practice
Asking questions, checking for understanding
Providing guided practice
Providing explicit instruction
Providing practice for fluency attainments

21. Principles of Effective Instruction
Grouping for Instruction
The more time students participate in teacher-led, skill-level groups versus one-to one teaching or seatwork activities, the more instruction they receive, and the more they learn
Group instruction increases such effective teaching elements as clear explanations, modeling, practice, feedback and frequent responding
Students achieve more in classes in which they spend much of their time being directly taught by their teacher. Group instruction has been found to be the most effective and efficient approach to teaching basic skills. Teacher-led group instruction most likely has this positive impact on achievement because it increases such effective teaching elements as clear explanations, modeling, practice, feedback and frequent responding. Teacher-directed instruction may also may lead to:
More efficient use of teacher time
More efficient student management
Increased instructional time
Increased peer interaction
Increased generalization of skills
Promotion of student observation and pragmatic learning
Over-learning – deep understanding

22. Principles of Effective Instruction
Scaffolding Instruction
Providing support, structure and guidance during instructions promotes academic success
Systematic fading of this support encourages students to become more independent learners
Scaffolded instruction is used to help students learn complex tasks by structuring the environment and supporting the learner to make skills less complex. Scaffolding requires the teacher to provide support and structure and then systematically remove it over time as the students become more independent learner.
Six characteristics of scaffolding:
(1) Enlist learner’s interest
(2) Reduce number of steps to solve problem
(3) Keep learner in pursuit of task
(4) Accentuate critical features of task
(5) Keep learner stress at a minimum
(6) Explicitly demonstrate or model task completion
Scaffolding instructions may use several elements of explicit instruction:
Taking a complex skill and teaching it in manageable and logical pieces or chunks
Sequencing skills so that they build on each other
Selecting examples and problems that progress in complexity
Providing demonstrations and completed models of the problems
Providing hints and prompts as students begin to practice and new skill
Providing aids such as cue cards to complete tasks and solve problems
Scaffolding is an effective approach for ensuring success and building confidence for students while they learn, because it provides the needed support that helps bridge the gap between abilities and the instructional goal.

23. Principles of Effective Instruction
Addressing Different Forms of Knowledge
The ability to strategically use academic skills and knowledge often requires students to know different sorts of information at different levels:
Declarative: What something is, factual information
Procedural: How something is done or performed
Conditional : When and when not to use the skill
Students need to understand information at differing levels in order to use the information strategically. Therefore, students should be taught information that targets different levels of knowledge.
Declarative Knowledge: Factual knowledge or what something is.
Examples: Defining a vocabulary term, identifing the parts of an essay.
Procedural Knowledge: Knowing how to perform skills or steps in a process or strategy. This form of knowledge related to how something is done.
Examples: Filling out a check, solving a multiplication problem.
Conditional Knowledge: Refers to knowing when and when not to use a particular skill or strategy.
Examples: Knowing when to use an exclamation point at the end of a sentence. Knowing when to use a reading comprehension strategy.
When you convey all three forms of knowledge to your students, students are much more likely to retain the information and generalize it in new settings.

24. Ten Effective Teaching Principles
For a deeper understanding of effective teaching principles, school staff can use the following activity to explore the six principles already presented as well as four other principles.
Activity 3.2 Ten Effective Teaching Principles
Total Time: 45 minutes
Purpose: To read and review the research literature pertaining to Effective Teaching Principles
Refer to Activity 3.2 –This activity is to be facilitated as an independent activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.2

25. Module 3: Actively Engage Students in Observable Ways
Part III:
Strategies to Actively Engage Students
Engagement refers to how a student participates during classroom instruction and is comprised of passive (e.g., listening to a teacher) and active (e.g., writing, answering a question) behaviors. Active student engagement has been shown to be the most important variable between instruction and academic achievement. If students are actively engaged in instruction, then it is difficult to engage in incompatible behaviors (out of seat, talking to peers). Teachers can increase active engagement by increasing students’ opportunities to respond, utilizing effective teaching principles (e.g. direct instruction techniques), implementing peer tutoring, utilizing computer-based instruction, and providing guided notes.
The opportunity to respond (OTR) is a teacher behavior that prompts or solicits a student response (e.g., asking a question, presenting a demand). Two common methods used to increase the rate of presenting opportunities to respond include choral responding (i.e. students answering a question in unison) and response cards (i.e., erasable boards on which all students write their answer to a question and then hold up the boards for the teacher to see).
Guided notes are teacher-provided outlines of either lectures or chapters that contain the main ideas and spaces for students to fill in additional details. (Lazarus, 1992) Heward and Orlansky (1993) explain, “guided notes take advantage of one of the most consistent and important findings in recent educational research: students who make frequent, relevant responses during a lesson learn more than students who are passive observers”.
At this point the facilitator may explain to staff that:
after we complete components 3,4, and 5 they will be expected to select an instructional strategy to implement in their classes.
When staff have implemented the strategies we would like them to share with peers: what strategy they used, how they used it, and how it impacted students, and how they may do it differently or even better the next time.

26. Strategies to Actively Engage Students
Active Participation: Engaging Them All
By: Dr. Anita Archer
Focus…As you watch this video:
Note the active engagement procedures that are directly taught to students
This is an opportunity to show the participants an example of a master teacher using several strategies to engage her students. The video clip is Dr. Anita Archer teaching a 7th grade lesson (give it a minute to load!). If this is not an appropriate choice for your audience, please visit .This site includes multiple videos of Anita Archer demonstrating strategies that actively engage students. You may select one (or several) to share with participants. Select the one(s) that will most closely relate to the age group that is currently taught in your setting.
Prior to watching the video – ask participants to write down examples of effective, active engagement strategies used by the instructor. What did she do well? What made the strategies work? Were there missed opportunities – if so, what were they?
Once the participants view the video, engage in a conversation about what they saw and heard. How could they incorporate these strategies in our classrooms? Which one(s) would you select as priority?

27. Strategies to Actively Engage Students
Active Participation Through:
Choral Responses
Partner Responses
Individual Responses
Throughout the video of Dr. Archer, students were responding to her. They would raise their hands or nod their heads based on her instruction. Sometimes they would respond together – other times she would guide them to the right response and have the class respond together. Think about your class - list the ways that students can respond in a lesson that you typically teach. List the responses on a board or chart paper. Reinforce the idea that teachers are currently using strategies to engage students.
The focus of the first part of this module is on strategies to increase student responses.

28. Strategies to Actively Engage Students
Students are learning when they are paying attention
Have participants respond to the statement on the slide. Give a thumbs up if they think students are learning when they pay attention.
If participants agree they should put their thumbs up. If they disagree, they should put their thumbs down. The facilitator of this activity should model the appropriate placement of the thumbs (in center of body nearest the waist) so that they are visible to the facilitator. Also, the facilitator should explain when the participants should show their thumbs – it would be most appropriate for the facilitator to read the statement aloud and then say to the participants “agree or disagree – show your thumbs”. That way, all participants are responding at the same time.
The “answer” to the statement is disagree. While students may LOOK on task we can not be certain that they are learning. To be learning they must be experiencing success and the engagement should observable. With Active Student Participation, students are providing lesson specific responses. You will know that students are learning by the responses they are giving. As the teacher, you will be able to adjust instruction so that it can be more effective. Active student participation occurs each time a student makes a detectable response to ongoing instruction that is directly related to the curriculum sequence.
Here are some examples of observable behaviors that show active participation:
Number of words read
Number of problems solved
Number of packages sorted
Number of sentences written
Another term used for Active Participation is Opportunities to Respond
When teachers increase rates of OTR, researchers have found increases in on-task student behavior and correct responses, as well as fewer disruptive behaviors by students (Carnine, 1976; Sutherland, Gunter, & Alder, 2003). Students who are engaged in learning are less likely to demonstrate problem behaviors (Sutherland et al.) and more likely to engage in active and correct responses (Sutherland & Snyder, 2007). Using active participation frequently, throughout your lessons will help in your collection of data regarding student learning. Active participation could be considered FORMATIVE ASSESSMENT.
A couple more examples for the staff to work through using thumbs up –thumbs down – is it active participation or “on-task”
1.Looking at the teacher. Answer: NO-On task
2.Turning page. Answer: Yes: Active Participation
3.Looking at a book or worksheet. Answer: No-On task

29. Strategies to Actively Engage StudentsAP
Front OT
Back
Mrs. Babcock praises 7th graders for being quiet and not talking during silent reading in science class
The students in Mr. Anders’ class chorally respond to review questions
The class silently reads a passage in their reading book
The preschool class listened to a story about pigs
Ms. Glover has the class write the answer to a math problem on a white board and hold up their responses when prompted
The students in the gym listened as Mr. Britt explained and demonstrated the appropriate form for shooting a foul shot
This activity will allow participants to practice differentiating between Active Participation and On Task. Additionally, through this activity, participants will get to experience the development and use of response cards – a strategy we will discuss more fully further in this module. To complete the activity, follow the steps below:
1.Set up your cards-
By having participants make the cards at this moment you are reinforcing how quick and easy they are to make.
Have participants fold a piece of paper and make response cards.
2. Define the signal
Tell participants when I point to you (signal) hold up your card in unison.
3. Define how to display the cards (e.g., up over your head – in front of your chin)
4. Define other behaviors you expect (e.g., displaying cards in unison)
5. Practice using the response cards – raising them on the signal, displaying them in unison…
Answers:
On Task
Active Participation

30. Strategies to Actively Engage Students Choral Responses (Use when answers are short & the same.)
Students are looking at the teacher
Ask a question
Put up your hands to indicate silence
Give thinking time
Lower your hands as you say, “Everyone”
Students are looking at a common stimulus
Point to the stimulus
Tap for a response
Students are looking at their own book/paper
Use an auditory signal (“Everyone”)
This begins some explicit directions on how to use Choral Responses in different contexts. The first context is in regards to when students are looking at the teacher. The next context is when students are looking at a common stimulus, such as the class/smart board, computer, etc.
You could practice some simple choral responding with the staff.
“Everybody, Today is ___________ That’s right, Today is Wednesday.”
Hints for Choral Responses
Give adequate thinking time
Have students put up their thumbs to indicate enough thinking time
If students don’t respond or blurt out an answer, repeat the process
It is helpful to honor that many participants are experts at doing these techniques so remember to remind them of this by asking for their favorite techniques: Ask: How do you currently use Choral Responding in your class?

31. Strategies to Actively Engage Students Partner Responses
Ways to utilize partners to efficiently increase student participation: 1. Say answer to partner 2. Retell content of lesson using a graphic organizer 3. Review content (Tell, Help, Check) 4. Brainstorm (Think, Pair, Share) 5. Explain process, strategy, or algorithm using examples 6. Read to or with partner
Ask participants - What are some ways that you currently use “partners” during instruction or throughout your class activities? Assigning partners discussion time is an effective way to increase student engagement. To successfully use partners in your classroom, it will be important to discuss your expectations with the class. They should be told how they should work, the level of their voices when working together, how to complete the activity (who is responsible for what), and any other expectations you might have.
Other considerations:
Have students come to the large group instruction area with their (desk) partner so that new partners do not have to be assigned when you move from one instructional area to another. To facilitate partners at small group tables, tape cards on the table with the numbers #1 and #2 and arrows pointing to each partner. Consider changing the partnerships occasionally (every three to six weeks).

32. Strategies to Actively Engage Students Partner Responses
Assigning Partners
Using Partners During Instruction
Pair lower performing students with middle performing students
Give the partners a number (#1 or #2)
Sit partners next to each other
Utilize triads when appropriate
Monitor partner to see if directions are followed
Share materials with partners
Assist partners during independent work
Collect papers, handouts, assignments for absent partners
On the left hand side of this slide are listed suggestions for assigning partners. By assigning students that are similar in ability, the more likely they will work well together. Lowest performing students will not work well with the highest performing students as there is too much of a gap between their skill sets which will frustrate both partners. Therefore, it is best to assign low with middle performing students. Assign partners either #1 or #2 – you can use this strategy throughout classroom instruction by asking the #1s to tell #2s a summary of the lesson – the steps for completing a task, etc.
Have participants think of 3 more uses of partner work with their own partners. Then have them share their responses with the group.

33. Strategies to Actively Engage Students Individual Responses
Option #1
Ask a question
Have students write down answer/share answer with partner
Call on a student
Option #2
- Ask a question
- Teacher raises hand to indicate silence and give “think time”
- Call on a student
The following slides discuss ways to improve upon the use of individual responding. You may have participants briefly practice each option. Option # 1 incorporates using a partner; however each person is individually responding. Option #2 uses think time to ensure all students have ample time to craft a response.
Procedures for calling on students to ensure that all students are involved.
Procedure #1 : Call on students in different parts of the room
Procedure #2: Write names on cards or sticks, then draw a name
Helpful hints:
Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect that all students could answer your question.
Inattentive students – No need to embarrass the student. Instead, consider proximity, repeating choral responses “I need to hear everyone.” etc.
Vary you methods of calling on students - A girl, a person with glasses, from my spinner, roll of the dice, etc.
Ask participants to share other techniques: “What are ways to vary the methods of calling on students?”

34. Strategies to Actively Engage Students Individual Responses
When a student is called on and says “I don’t know.”
Have student consult with his/her partner
Have student refer to his/her book
Have student tell the “best” of previous answers
Tell student an answer
This slide provides suggestions as to what to do when a student replies “I don’t know”.

35. Raising the Responses Activity 3.3
Increasing student responses in class will have a positive effect on student engagement and ultimately student achievement. We typically gravitate to strategies that we have used over and over again and have a hard time thinking of other ways to increase student responses. This activity will get the creative juices of your entire faculty flowing. Working in small groups, staff will create strategies for increasing student responses and share steps for implementation as well as specific examples of how to use the strategy. Ultimately, your staff will be building a bank of strategies to share and implement – a win/win for sure!
Activity 3.3 Raising the Responses
Total Time: 60 minutes
Purpose: To increase the level of participation of students through choral, partner, and/or independent responses
Refer to Activity 3.3 –This activity could be facilitated as an individual activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.3

36. Improving Student Performance Bookmark Jigsaw
Response Cards
Guided Notes
Error Correction
Time Trials
This section of the module is focused on the review of several instructional strategies. The recommendation is for teachers to select one or more strategies – review the purpose, use, and steps for implementation .
If you are requiring your faculty to complete Activity 3.5 Implementing Strategies to Actively Engage Students, now would be a time to discuss with them that they will select one (or more) of the following strategies to try in their class and then they will be providing feedback to their peers.
Activity 3.4 Improving Student Performance Bookmark Jigsaw
Total Time: 30 minutes
Purpose: To have participants review four instructional strategies and then select at least one strategy to implement in their classrooms
Refer to Activity 3.4 –This activity could be facilitated as a jigsaw. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.4

37. Strategies to Actively Engage Students
Response cards are cards, signs, or items which are simultaneously held up by all students in the class to display their response to a question or problem.
Preprinted
Write-on
Blank (use colors or shapes)
Response Cards are used to:
Elicit active responses from all students simultaneously;
Demonstrate student understanding of the information taught;
Make informed instructional decisions based on students responses.
Consider this …If response cards were used instead of hand raising for just 30 minutes per day, each student would make more than 3,700 additional academic responses during the school year.

38. Strategies to Actively Engage Students
Guided Notes are teacher-made handouts that:
Provide a structured format for students to take notes
Follow the sequence of the lesson content
Enable students to capture the information the teacher wants them to learn
Enhance any instructional delivery method
The use of guided notes during lectures and readings resulted in an increase in academic achievement as measured by quiz scores. This strategy may be particularly relevant for older students, as a greater percentage of instruction may be delivered in a lecture format. Guided notes may or may not be teacher made.
To create guided notes:
Read/review content you want to emphasize during the lecture/instruction
Identify the critical content that is aligned with the school district curriculum/standards
Select format for guided notes
Construct the guided notes
Teach students explicitly (through modeling) how to use the strategy.
Slightly slow the pace of the lecture and rate of speaking.
Provide guided practice and scaffolding so that students successfully learn how to use guided notes. This should be done before students complete guided notes independently.
Consider gradually fading amount of content provided as students skills increase.
Written Guided Notes can also be developed to follow a text:
Provide page numbers, side of page, paragraph number at first when doing guided notes from book, then fade.
Cue students about important lecture points (“organizational cues”).
Teach students abbreviations “short hand.”

39. Strategies to Actively Engage Students
Time Trials
Students become fluent with information
Practice of a new skill is provided
Systematic repetitions are utilized
Practice is made a fun activity
Automaticity with learned information is gained
Student response time is improved
This strategy is used following the acquisition phase of learning. Time trials are used to help students build fluency, i.e., the ability to respond quickly and accurately within a given time limit and to retain learning over time. Studies have shown that time trials improve student accuracy. 39

40. Strategies to Actively Engage Students
SAFMEDS: Dr. Ogden R. Lindsley
S-Say
A-All
F-Fast
M-Minute
E-Each
D-Day
S-Shuffled
The next few slides are to inform participants about SAFMEDS. This technique was developed by Ogden R. Lindsley. SAFMEDS are similar to flashcards and are usually made on index cards. There are now programs available to make SAFMEDS electronically. Resource:
Dr. Ogden R. Lindsley coined the acronym SAFMEDS, and developed the technology in the 1970s and 1980s. SAFMEDS have been a staple of Precision Teaching ever since. Lindsley's acronym stands for: Say -All -Fast -a Minute -Every -Day -Shuffled.  
With SAFMEDS , the student sees what is on the front of a card, says what's on the back, then quickly moves on to the next card. SAFMEDS is brief, timed sessions, often no more than 30 seconds or 1 minute. Sometimes people conduct "sprints" in shorter 15-second timings. Regardless of the timing length, the main objective centers around building both one's speed and accuracy. The overall goal to seek: stable, fluent performance. That is, we want "solid" learning that persists. We want learning that lasts, not learning that evaporates. Lindsley realized, when teaching his college classes, that the traditional way of using flashcards just does not work very well -- or not as well as it could. In coining SAFMEDS, Lindsley embedded the suggested procedure within the very acronym. Originally pronounced like "safe-meds," the pronunciation changed to "saff-meds." Each letter in the acronym states an important procedural point:
S -- say -- the learner should say the responses out loud. Not "think" the responses silently.
A -- all -- one works with the entire deck of cards as a unit. Versus peeling off the first 10 cards only.
F -- fast -- in the timed sessions, work through the cards as quickly as possible. Not slowly like flashcards.
M -- minute -- the brief, timed sessions are just that, brief! Either a minute, a half-minute, quarter minute, etc.
E -- every --
D -- day -- do the brief, timed sessions every day, at least once a day.
S -- shuffle the cards before doing a timing. Just like you shuffle a deck of playing cards.

41. Strategies to Actively Engage Students
SAFMEDS
Time-based method of assessment
Used to establish fluency (automaticity) & retention of factual information
Viable assessment technique to use with all students
Much research on use with typical peers and learners of all ages
Review concepts
keep the text on the back side relatively short (e.g., one word, or even an abbreviation), not long.
make any blanks consistently the same length (e.g., 5 underscore characters): _____.
put blanks toward the end of the text on the front side.
highlight salient text on cards that are otherwise too similar in wording.
definitional cards that have only one card per definition (e.g., only one blank) probably need as many blanks (and thus as many cards) as critical attributes of the definition, or key words of the definition.
avoid extensive wording on both fronts and backs.

42. Strategies to Actively Engage Students
Error Correction
Incorporates opportunities for guided practice and active responses
Successful guided practice before allowing independent practice
Correction during acquisition of skills
Provides direct teacher-student interaction
Students do not practice errors
The use of multiple opportunities for students to practice (respond) to materials during the acquisition phase of learning, while providing immediate feedback and error correction ensures that students don't practice errors. Error correction has been shown to improve student learning in a range of studies. 42

43. Implementing Instructional Strategies to Actively Engage Students
Providing school staff the opportunity to practice a few instructional strategies with their classes would prove to be extremely beneficial. Ideally, each teacher would be paired with a colleague – each implementing the same instructional strategy. Encourage pairs to plan together as to how they will use the instructional strategy with their classes. If possible, provide pairs time to watch each other implement the strategy. That way, they can provide timely feedback and suggestions as to how to improve/increase the use of the instructional strategy. Take the time to explain the procedures that will be utilized in completing Activity 3.5. For example, exactly how long will teachers have to implement strategies in their class? How many strategies are to be implemented? What will the feedback sessions/procedure look like? When will the feedback sessions take place?
Activity 3.5 Implementing Instructional Strategies to Actively Engage Students
Total Time: One to two weeks for implementation of strategies and feedback sessions
Purpose: To select and implement instructional strategies in actual instructional settings. To provide feedback to peers on strategies tried in classrooms.
Refer to Activity 3.5 –This activity is to be facilitated as a partner activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.5

44. Module 3: Actively Engage Students in Observable Ways
Part IV:
Computer Assisted Instruction
The use of Computer Assisted Instruction (CAI) has been shown to effect an increase in both active engagement time and on-task behavior for students with Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD) in math (Ota & DuPaul, 2002), as well as an increase in both oral reading fluency and on-task behavior for students with ADD/ADHD in reading (Clarfield & Stoner, 2005). Similar results for students without ADD/ADHD have been reported. Oral reading fluency and academic test performance of students in kindergarten and first grade have improved following computer assisted instruction (Layng, Twyman, & Stikeleather, 2003).

45. Computer Assisted Instruction
Uses technology to provide students with the benefits of one-on-one instruction without leaving the larger classroom
Is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place
Computer Assisted Instruction is often referred to as “CAI”. CAI refers to instruction or remediation presented on a computer. Many educational computer programs are available online and textbook companies. They enhance teacher instruction in many ways.
CAI provides students with the benefits of:
One-on-one instructions
Frequent opportunities to respond
Immediate corrective feedback
Material tailored to the appropriate instructional level
CAI is often used interchangeably with: Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT).

46. Computer Assisted Instruction
What Kind of Learners Need Tailored CAI Tools?
Less motivated learners
Those who require a lot of human interaction
Learners who are easily distracted
What Kind of Learners Benefit?
Independent
Self-motivated
Enjoy receiving frequent feedback
Ask participants to discuss their use of CAI with a table partner or small group. Do they see a difference in the amount of content students are able to retain? Which learners seem to benefit from computer assisted instruction? How do they currently integrate CAI into their classroom instruction?

47. Computer Assisted Instruction
Drill and Practice
Tutorial
Simulation Activities
Games
Discovery
Problem Solving
There are several types of CAI tools available for your use with learners.
Drill and Practice: This type of CAI provides opportunities for the learner to practice material an unlimited number of times. The type of content/material practiced is best presented either before the content is delivered to the full class or as a review after the content is delivered to the entire class. It is recommended that drill and practice be used for content/skills that require repeated practice to master (ex: multiplication tables). Using the computer can make drill and practice activities more motivating and fun for students. It is easy to add a “beat your own best score” component to many of the programs.
Tutorial: Using CAI for tutorial purposes is motivating and reinforcing for students. Many textbooks offer Computer-based supplements and may be helpful when students need additional time listening to the content being presented. For those students that would benefit from repeated modeling – this type of CAI would be helpful. Tutorials combine the presentation of material with drill-and-practice, games, or a simulation to emphasize material and assist in learning.
Simulation Activities: Simulation activities provide learners with opportunities to experience and apply skills and content that they have been learning. There are many times when students would not be able to experience the application of the content, but CAI simulation provides real-life scenarios with the material to be learned being applied as it would in the real world. An added benefit for this type of CAI is that it provides a controlled, safe learning environment.
Games: Similar to drill and practice, games provide learners with opportunities to practice skills/content that they have been learning. Games use the instructional material to create a contest for learners. Learner can compete against his own personal best, the computer, or other learners while practicing/mastering the content/skills.
Discovery: Provides unlimited opportunities for students to learn and discover interesting content. Additionally, CAI - discovery provides learners with opportunities to draw their own conclusions. Learners are able to seek answers on their own and delve deeply into the subject matter.
Problem Solving: Using CAI for problem-solving purposes, allows students the opportunity to practice applying the skills learned for a deeper understanding of the content. As students apply problem-solving skills, they are reinforced for making good/right decisions/choices. The problem-solving takes place in a “controlled” environment and allows students to freely explore different ways of solving a problem.

48. Computer Assisted Instruction
Pros of CAI:
One-on-one interaction
Freedom to experiment with learning options
Immediate feedback
Self-pacing
Privacy for introverted learners
Learners have been found to learn more and more rapidly
Multimedia provides a variety of formats to present difficult material
Self-directed learning allows learners to decide when, where and what to learn
Review the advantages of using computer assisted instruction. Ask participants to share other advantages.

49. Computer Assisted Instruction
Cons of CAI:
Learners may feel overwhelmed at the volume of material presented
Overuse of multimedia can detract from intended learning objectives
Inability to ask a “person” a question when material is not understood
Equipment can malfunction
Lack of good CAI packages or lack of infrastructure to deliver CAI
Review the disadvantages of using computer assisted instruction. Ask participants to share other disadvantages. Are there any cautions that participants would like to share with their colleagues?

50. CAI Investigation Activity 3.6
Computer assisted instruction continually grows and develops. As an educator it is difficult to stay on top of all the available programs. A federally funded initiative of the US Department of Education’s Institute of Education Sciences (IES), What Works Clearinghouse, was created to be a central and trusted source of scientific evidence for what works in education. Spend some time reviewing the CAI programs and strategies on this site to familiarize yourselves with those programs/strategies that have been proven to work with students.
Activity 3.6 – CAI Investigation
Total Time: 45 minutes
Purpose: To review the computer assisted instruction programs and strategies through the What Works Clearinghouse
Refer to Activity 3.6 –This activity could be facilitated as a grade level or department activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Additional websites to review for this activity could include:
Activity
3.6

51. Module 3: Actively Engage Students in Observable Ways
Part V:
Peer Tutoring
Another way to actively engage students is through the use of class-wide peer tutoring. During this type of tutoring, students are paired and assigned roles of either tutor or tutee. Students provide each other with instruction, often via rapid response trials or paired reading practice and give each other immediate error corrections. The classroom teacher is afforded freedom to move around the classroom and assist student pairs in need of additional help.
Class-wide peer tutoring programs have been shown to improve both academic engagement and reading achievement. Furthermore, the use of class-wide peer-tutoring has been shown to lead to a decrease in off-task behavior as well as an increase in academic performance with Attention-Deficit/Hyperactivity Disorder.
During this part of the module, we will discuss the following:
What is peer tutoring?
Benefits
Cross-age peer tutoring
Sample Peer tutoring strategies:
PALS
RPT
Resources
Steps to Implement Peer Tutoring
Resources: The Access Center- Using Peer Tutoring to Facilitate Access

52. Peer Tutoring
An instructional strategy in which students are taught by their peers
Peers are trained and supervised by a teacher
The pairs of students can be of the same or differing ability and/or age range
The strategy is to supplement teacher-directed instruction
Peer Tutoring:
Shown to improve student academic, social and behavioral functioning
Shown to improve student achievement, grades, engagement, retention of information, prevention of behavior problems
Peer interaction can have a powerful influence on academic motivation and achievement
Peer tutoring has proven to be effective because students have more opportunities to respond, they receive feedback and error correction immediately and more frequently than by the teacher. Typically, the peer tutoring follows a scripted routine which requires a brisk pace of instruction which students seem to favor. Since students have an active role in peer tutoring, they are less likely to engage in disruptive behaviors. This type of active engagement strategy provides a valuable opportunity for students to practice their social skills in a structured environment.

53. Peer Tutoring
Use of cooperative learning structures and “group reward contingencies” can increase social motivation (Johnson, Maruyama, Nelson, & Skon, 1981; Wentzel, 1999; Slavin, 1990)
Level of engagement influences student motivation to achieve classroom goals (Ryan & Deci,2000)
Peer tutoring gives teachers the capability to accommodate a classroom of diverse learners to improve academic achievement across ability levels and content areas (Cohen, Kulik & Kulik, 1982;Cook, Scruggs, Mastropieri, & Casto, 1985; Johnson, Maruyama, Nelson & Skon, 1981)
Peer tutoring interventions were more effective or showed greater gains for:
a) students in grades 1-3;
b) urban settings;
c) low socio-economic areas;
d) minority students;
e) school-wide prevention programs;
F. ) when students controlled tutoring sessions (Rohrbeck, et al., 2003).

54. 1 4 3 2 Peer Tutoring Prepare materials Create Pairs
Decide how and when to use tutoring
Conduct training sessions
Prepare materials 1 4
The process for setting up peer tutoring is listed on the following two slides.
Step 1. Selection of tutoring pairs, or "dyads": This step involves putting students together into pairs.
Step 2. Task Structure: Deciding How and When to Use Peer Tutoring. Even though peer tutoring can work for a large number of lessons, academic activities, and skills, there are some instances when peer tutoring may not be the best instructional strategy to utilize.
Step 3. Conducting Peer Training Sessions - Successful peer tutoring programs depend on well trained students who know exactly what is expected of them BEFORE they do it
Step 4. Preparing the Tutoring Materials - Peer tutoring will go much more smoothly and students will learn more if they have clear, simple materials to use. Usually, this can simply be a prepared worksheet or a deck of flashcards. 3 2

55. 5 8 6 7 Peer Tutoring Monitor Student Progress
Teach Feedback/Error Correction Procedures
Develop System to Request Help
Behavior Management/Reward System
Monitor Student Progress 5 8
Step 5. Feedback and Error Correction: THE MOST IMPORTANT PART of the peer training program, because this is what ensures that the tutoring “flows” along smoothly, while ensuring that learning will be maximized through reinforcement and immediate error correction. But don’t worry, its simple!
Step 6. The teacher will need to develop a system for students to request help – examples include: students write their names on the board, the students put red cups on top of their desks. Whatever the process, the teacher needs to take the time to explain the system and ensure all students understand it. -
Step 7. Behavior Management and Reward System: Appropriate behavior management begins with specifying clear rules and expectations prior to peer tutoring, and rewarding positive, cooperative, and appropriate behaviors during tutoring. Make sure that the material the students are tutoring each other on is well within the students’ instructional level. Material that is difficult may give rise to problem behavior due to frustration. Likewise, material that is too easy may give rise to problem behavior due to boredom. Thus, material should be challenging to the students, but not too difficult. The advantage of peer tutoring is that you can tailor the difficulty of the material to the achievement level of the individual dyads. During training sessions, be sure to demonstrate appropriate behavior. Also, demonstrate rewarding the “models” for their appropriate behavior during the demonstration
Effective peer tutoring procedures use points students can earn toward rewards. It is best to reward students with points for following the tutoring procedure and working cooperatively, not necessarily for getting correct answers to the tutoring questions. Bonus points can be given for performance on the material being tutored. A point system can be a part of the tutoring, based on performance. Here, tutees earn 2 points for a correct answer on the first try, and 1 point for a correct answer after an error. When the timer goes off, have the students switch roles.
Students are highly motivated when a game format is used.
- Once the students are in their dyads, divide the entire class into two teams. - At the end of the tutoring session, have the dyads tally the number of points each had earned, both for their responses to tutoring items as well as points for following the procedure. The point totals for each dyad go into their team score.  -The team with the most points wins a reward!
A “Mystery Motivator” reward system can be a very effective way of increasing motivation. Using this strategy, the teacher, front of the class, writes a number on a slip of paper (without the students seeing the number), and seals it in an envelope. The envelope is then placed in a prominent position (i.e. taped to the blackboard, on a bulletin board, etc.). At the end of the tutoring session, the dyads tally the number of points they earned in their tutoring performance, as well as the bonus points they earned for following the procedures. The teacher then opens the envelope and reads the number. The dyads that achieved that many or more points than the number get a prize.
If problem behavior arises there are a number of things teachers should evaluate. Often, a simple “time-out from reward” is effective in problem behavior. Note this does not mean time-out from the activity, but a suspension of the rewards given for appropriate behavior and good performance. If the students are motivated to earn the rewards, only a short 3 minute time-out should be effective.
Step 8. Peer tutoring can have a positive effect on student progress. Consider developing a system that allows for monitoring of progress. What are students gaining from participating in peer tutoring? Will the teacher track progress or can the students do this independently? 6 7

56. Peer Tutoring Cross-age Tutoring Reciprocal Peer Tutoring (R.P.T.)
Peer-assisted Learning Strategies (PALS)
There are three models for peer tutoring.
Cross-Age Tutoring: joins students of different ages, with older students assuming the role of tutor and younger students assuming the role of tutee. Training of tutors vary; most include scripts, pre-set guidelines, discussion of goals and problem solving strategies. Tutors become models of appropriate behavior, organizing work, asking questions, demonstrating self-management, encouraging social interaction, and facilitating better study habits. Types of training sessions vary; some are scripted, others have few pre-set guidelines. Training sessions tend to include a discussion of goals, problem solving strategies (academically and behaviorally), and appropriate feedback and reinforcement strategies (Barbetta & Miller, 1991).
Reciprocal Peer Tutoring: Students monitor their academic progress in a group context, acting as instructional partners for each other, setting team goals, and managing their own group reward contingencies. The intervention takes approximately 20 minutes – 30 minutes for peer tutoring and 10 minutes for individual class drills and checking. Reciprocal peer tutoring has been demonstrated to improve not only math performance but also students’ perceptions of their own academic competence and self-control, and earns high satisfaction ratings from both teachers and students.
Peer-Assisted Learning Strategies (PALS): A 25 to 35 minute math or reading activity implemented two to four times a week designed to complement, not replace, existing reading and math curricula. PALS combines peer tutoring with instructional principles and practices. Teachers identify and pair children who require help with specific skills ("players") with children who are the most appropriate to help other children learn those skills ("coaches"). In this structured peer tutoring program students pair off into player and coach roles to promote an equitable exchange; students exchange roles of player and coach during tutoring sessions. Approximately 13 to 15 pairs of students are created in the classroom, and each of these pairs is geared to each individual student's needs (as opposed to a single, teacher-directed activity that may not address the specific problems that children face). The PALS peer-tutoring strategy enables teachers to circulate around the classroom and observe students, providing feedback and remedial lessons where necessary. The pairing of higher- and lower-achieving students is intended so students gain knowledge from each other through practice and reinforcement (students are still within the same skill level, there is not a huge discrepancy between ability levels). According to Drs. Doug & Lynn Fuchs (2001) this approach uses structured interactions between students to encourage high-level feedback while in pairs. These interactions increase the level of participation on topical areas through verbal rehearsal, until the process becomes routine, and verbal rehearsal is no longer needed. In these activities students learn that strategies can be applied to other content areas. Students get step-by-step feedback through their interaction during tutoring sessions.

57. Peer Tutoring
Design lessons to reinforce skills already taught to students
Identify specific learning objective to be presented by tutor
Teach students how to be tutors
Provide a script of prompts for the tutor
Provide necessary flash cards or lists of skills to the tutors
Provide a daily log to record tutoring session
The information presented on this slide offers considerations and tips for those interested in implementing peer tutoring in their classrooms.

58. Peer Tutoring Review Activity 3.7
Now that you had an overview of the basics of peer tutoring, you can dig a little deeper and explore a peer tutoring strategy and learn more about it.
Activity 3.7 Peer Tutoring Review
Total Time: 30 minutes
Purpose: To become familiar with a peer tutoring strategy
Refer to Activity 3.7 –This activity could be facilitated as a small group activity. However, the facilitator will determine which format is most appropriate for the learning community engaged in the activity.
Activity
3.7

59. References
Colvin G., Lazar (1997) The Effective Elementary Classroom; Managing for Success. Sopris West Educational Services, Longmont, CO.
Colvin, G (2004) Managing the Cycle of Acting-Out Behavior in the Classroom. Behavior Associates, Longmont, CO.
Ellis, E., Worthington, L. A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators.
Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.
Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1,
Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.
Archer, A. & Hughes, C. (2011). Explicit Instruction Effective and Efficient Teaching. The Guilford Press
IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.
Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2),

60. References
Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1),
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2),
Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.
Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18,
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp
Sprague, J. and Golly, A. (2005).  Best Behavior Building Positive Behavior Supports in Schools.  Sopris West Educational Services, Longmont, CO.
Weinstein, C. (1977). Modifying student behavior in an open classroom through changes in the physical design. American Educational Research Journal, 14(3),
Witt, Joe, et.al. (1999). Teaching Effective Classroom Routines. Sopris West, Longmont, CO.

61. Commonwealth of Pennsylvania Pennsylvania Department of Education
Contact Information
Kathryn Poggi, Pittsburgh
ext. 6857
Teresa Stoudt, Harrisburg
ext. 3100
Tina Lawson, King of Prussia
ext. 7254
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Ronald J. Tomalis, Secretary
Dr. Carolyn Dumaresq, Deputy Secretary
Office for Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
For additional information – please contact the following PaTTAN personnel.