1. Increasing Student Engagement: 3 Evidence-based Instructional Strategies Lori Rayburn-Dehart, BCBA Behavior Consultant KEDC Big East Cooperative

2. Outcomes 1. Participants will be able to describe the impact of opportunities to respond on student outcomes 2. Participants will be able to implement effective strategies that actively engage learners in instruction

3. Shortly after science class started, the teacher announced, “We have a small block of ice and the same sized block of butter. Tell your neighbor which one would melt first.” A few seconds later the teacher said, “Please write down in one sentence, an explanation for your answer.” A few minutes later, the teacher told students to share with their neighbor what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked the class to raise their hand if they agreed with this answer. Then the teacher asked students to give a thumbs down if anyone disagreed, and so on. (Colvin, 2009, p. 48)

4. Evidence-Based Practices 1. Maximize structure 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations 3. Active engagement 4. Acknowledge appropriate behaviors 5. Establish continuum of strategies to respond to inappropriate behavior Evidence-based Practices in Classroom Management: Considerations for Research to Practice Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of Children

5. Classwide Interventions

6. Classwide Interventions http://ebi.missouri.edu/?cat=22 http://ebi.missouri.edu/?cat=22 O Response Cost Raffle O Randomized Group Contingency O The Good Behavior Game O Positive Peer Reporting O Classwide Antecedent Modifications

7. Activity O Review briefs & videos together O In pairs O Review each brief (5) O Compare/contract the briefs O You can use a graphic organizer

8. Lesson: Teach-Okay Read a detailed description of the Teach-Okay at: http://wholebrainteaching.com/Whole-Brain-Teching/First- Steps/Whole-Brain-Developer-Teach-OK.html

9. When I say “Class!,” you say “Yes!” Class! Students answer, “Yes!”

10. However I say “Class!” that’s how you say “Yes!” Class! Students answer, “Yes! Yes!”

11. Classity Class! Students answer, “Yesity! Yes!”

12. Class-a-doodle-do! Students answer, “Yes-a-doodle-do!”

13. Now, let’s learn about the Teach-Okay. Please have fun!

14. Class! Students answer, “Yes!”

15. Teach! Students answer, “Okay!” When I say “Teach!” you say “Okay!”

16. Teach! Students clap twice and answer, “Okay!” If I clap twice and say “Teach,” you clap twice and say “Okay!” Clap

17. Class! Students answer, “Yes!”

18. Teach! Students clap twice and answer, “Okay!” Let’s try that again... only faster! Clap

19. Academic Learning Time is… The time that students are directly engaged in meaningful activities that are related to the curriculum sequence and have successful outcomes.

20. Dr. Terry Scott talks about the Probability Equation

21. Opportunities To Respond (OTR) O The number of times the teacher provides academic requests that require students to actively respond (Miller, 2009; Sprick, Knight, Reinke, & McKale, 2006) O A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008)) O Result in positive behavioral and academic outcomes O Allows teacher insight

22. Benefits of OTR O High rates of OTR can lead to improved academic performance. This is a result of improved student engagement and effective instruction. Student Engagement Effective Instruction Academic Performance

23. Related to Behavior O Increases student engagement with instruction O Allows for high rates of positive, specific feedback related to behavior O Limits time for engaging in inappropriate behavior O Results in more effective use of instructional time

24. Related to Academics O Can be used as a quick assessment to guide teaching/lesson direction O Provides teacher information on student understanding/thought process O Allows teacher to correct errors in knowledge/understanding O Evidence of gains in Reading and Math (e.g. mastery, rate, etc.)

25. Easy as ABC A Antecedent B Behavior C Consequence Teacher Provides: Question, Prompt, Cue Student Response or Behavior Teacher Provides Feedback (Specific & Positive)

26. Class! Students answer, “Yes!”

27. Teach! Students clap twice and answer, “Okay!” and then using gestures, teach their neighbors the about Opportunities to Respond If I clap twice and say “Teach,” you clap twice and say “Okay!” Then turn to your neighbors and teach them about opportunities to respond! Remember to use your gestures! Clap

28. Class! Students answer, “Yes!”

29. Teach! Students clap twice and answer, “Okay!” and then using BIG GESTURES, teach their neighbors about Opportunities to Respond. Try it again. Teach your neighbor about opportunties to respond... with BIG GESTURES! Clap

30. Teach! Students clap twice and answer, “Okay!” and then using BIG GESTURES, teach their neighbors about Opportunities to Respond. One more time. Use a FULL TURN. Teach your neighbor about Opportunities to Respond... with BIG GESTURES! Clap

31. Classity Class Students answer, “Yesity! Yes!”

32. From now on, the little sign below will be used for the “clap, clap teach!” Students answer, “Yesity! Yes!” Students clap twice and answer, “Okay!” and then tell their neighbors about the little sign. Teach ! Clap

34. Rate of OTR O New Material O 4-6 Responses per minute O 80% accuracy O Practice O 9-12 Student responses per minute O 90% accuracy

35. Types of OTR O Verbal--Involves vocal output vs. O Non-Verbal--Involves action (no verbalizations) O Individual—by oneself vs. O Group—with others or while others do it

36. Opportunity to Respond Verbal Non-Verbal O Orally answering a question, sharing thoughts, summarizing, repeating, O Writing O Performing an action O Moving about room

37. High Quality Feedback O Timely O Specific O Related to Response O Targeted O Informative

38. Verbal OTR O Individual Question/Response Pattern O Choral Responding

39. Individual vs. Group OTR Individual O Allows teacher to know what EACH student thinks; targeted Group O Provides ALL students the opportunity to answer without “risk”; engages everyone

40. Elements of choral responding Students must be able to: o respond with short, one to three word, answers, and o only one correct answer is ideal.

41. Enhancing Effectiveness of Choral Responding o the teacher, providing a thinking pause, o using a clear signal of when to respond, o provide feedback, and o from time to time call on individual students

42. How To Implement Choral Responding - Brief “Choral Responding” 1. Model the question and the way to respond 2. Ask a clear question with a single word or simple phrase answer 3. Give a clear signal for students to respond (allow think time for difficult responses) 4. Scan all mouths to assure all are responding, moving near non-responders 5. Give feedback on the group response 6. Fast-pace

45. Video Clip Choral Responding

46. Non-Verbal OTR O Response Cards/Response Systems O Pre-printed, Write-on, Cover part O Movement Activities/Signaling O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners O Guided Notes O http://rti2.org/rti2/guided_notes http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/221- guided-notes http://www.interventioncentral.org/index.php/study-org/221- guided-notes O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_gu ides/Word_Guided_Notes.pdf http://montgomeryschoolsmd.org/departments/hiat/tech_quick_gu ides/Word_Guided_Notes.pdf O Computer Assisted Instruction

47. Guided Notes Lecture outlines with spaces where students write definitions, facts, and/or concepts during instruction

48. Why Use Guided Notes? Guided Notes increase students’ active engagement with course content. O To complete their Guided Notes, students must actively respond to the lecture’s content by listening, looking, thinking, and writing.

49. Why Use Guided Notes? Students who make frequent, lesson-relevant responses learn more than students who are passive observers.

50. Why Use Guided Notes? O Students can more easily identify the most important information. O Students are more likely to ask the instructor questions. O Students earn higher quiz and exam scores with Guided Notes.

51. Why Use Guided Notes? O Guided Notes can serve as an advance organizer for students. O Guided Notes help teachers prioritize and limit lecture content. O Guided Notes content can be easily converted into formative and summative assessments. Clap TEACH!

52. Frequently Asked Questions About Guided Notes Q: Isn’t providing students with guided notes making it too easy for them? Are we just “spoon-feeding” them the information? Q: Why not just pass out an outline of my lecture or a copy of the guided notes already completed?

57. Non-Verbal OTR O Response Cards/Response Systems O Pre-printed, Write-on, Cover part O Movement Activities/Signaling O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners O Guided Notes O http://rti2.org/rti2/guided_notes http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/221- guided-notes http://www.interventioncentral.org/index.php/study-org/221- guided-notes O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_gu ides/Word_Guided_Notes.pdf http://montgomeryschoolsmd.org/departments/hiat/tech_quick_gu ides/Word_Guided_Notes.pdf O Computer Assisted Instruction

58. Response Card A response card requires a student to write a brief answer to a question.

59. Response Card O Can be used throughout your entire lesson. O Each response is meant to be QUICK! O Can be used as a formative assessment. O Can invite individual oral response, pair share &/or Table Talk

60. Response Card o Elicit active responses from all students simultaneously; o Demonstrate student understanding of the information taught; and o Make informed instructional decisions based on students responses.

61. Procedures for Response Cards 1. Train students in the use of their response cards. O “Jot Down Your Answers” – Students write their answers. O “Cards Up” – Students raise response cards above their heads, facing teacher. O “Cards Down” – Students place response cards face down. 2. After new material has been introduced O write their responses on their cards. 3. prompt students as a class to hold their response cards above their heads. 4. Provide praise and/or corrective feedback for student responses. O Use Positive Responding – If all answers are correct, provide praise to the class. If some answers are correct, praise the correct response. 5. Interchange questions that are review with questions that relate to new material.

62. Examples O “Yes/True” on one side and “No/False” on the other O A, B, C, D cards for multiple choice questions O Cards with subject-specific terms (parts of speech, scientific classifications, historical periods, formulas, etc.)

63. Examples www.reallygoodstuff.com www.reallygoodstuff.com

65. s.socrative.com O Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets. Socrative

66. Card Response Cardard After watching the video… Which multiple response strategy would you use to foster student engagement and why?

67. Consider this … If response cards were used instead of handraising for just 30 minutes per day, each student would make more than 3,700 additional academic responses during the school year.

68. Response Card Let’s Make and Take

69. Opportunities to Respond What it is… ALL students are doing, answering, speaking, writing, signaling, performing… showing in some way that they have interacted with the instruction. Teacher Prompts: O Think about…Tell your partner O Everyone, say the word O Everyone write, then show O Tell your partner how many steps there are in… O You just heard a lot of information. Think about the three main elements. Tell your partner why these elements are important to…

70. For Monday… O Think about what you have heard today. Is there anything that you can use? O What can be (easily) implemented into your own classroom/setting? O How will you use/do this? O What do you wish would have been included in the presentation or what do you wish there would have been more about?

72. “In the end, which of these active participation or passage-reading procedures you select is less important than offering a large number of opportunities to respond and keeping ALL students involved. To be truly effective, instruction must be interactive. This constant involvement not only improves learning, but also reduces management problems and makes instruction more enjoyable for both the students and the teacher.” Archer and Hughes (2011) p. 172.

73. Whole Brain Teaching Chris Biffle http://www.youtube.co m/watch?v=dfS6aNdG 0k4

74. Whole Brain Teaching Chris Biffle Part 2 http://www.youtube.co m/watch?v=dfS6aNdG 0k4

75. Opportunities to Respond http://www.youtube.co m/watch?v=GJrAkrronr 8

76. References Archer, A. & Hughes, C. (2011). Explicit instruction. New York: Guilford Press. Blackwell, A.J. & Mclaughlin, T.F. (2005). Using guided notes, choral responding, and response cards to increase student performance. The International Journal of Special Education, 20, 1-5. Conroy, M.A., Sutherland, K.S., Snyder, A.L., & Marsh, S. (2008). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40, 24-30. Hall, T. (2002). Explicit instruction: Effective classroom practices report. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruction http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruction Haydon, T., Borders, C., Embury, D., & Clarke, L. (2009). Using effective instructional delivery as a classwide management tool. Beyond Behavior, 18, 12-17.

77. References Haydon,T., Mancil, G.R., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32, 267-278.Jones, M.(2011). Improving Behavior and Impacting Learning through Opportunities to Respond. Retrieved from: http://www.ilccbd.pbworks.com/.../ILCCBD+11+Improving+Behavior+OTR+f or+W http://www.ilccbd.pbworks.com/.../ILCCBD+11+Improving+Behavior+OTR+f or+W Missouri Schoolwide Positive Behavior Support (n.d.) Effective classroom practice: Active engagement of students: Multiple opportunities to respond. Retrieved from http://pbismissouri.org/class.htmlhttp://pbismissouri.org/class.html www.explicitinstruction.org Scott, Terry (2013). ABC/UBI Probability Equation. Retreived from http://www.youtube.com/watch?v=xIiZ9H3DIsE http://www.youtube.com/watch?v=xIiZ9H3DIsE