ACTIVE STUDENT RESPONDING: Getting the Most Out of Group Instruction

1. ACTIVE STUDENT RESPONDING:Getting the Most Out of Group Instruction Margery K. Lerner, M.A., BCBA SEEM Collaborative Blueprint for Educational Excellence National Institute April 15, 2011

2. What is active student responding? • “Active Student Responding requires students to _________________________ in other ways that reveal understanding of ________in each step of the instruction.” Vargus 2009 (p. 189) • “Active responses are those that are___________ ____________and that include error correction responses as well (Barbetta, Heron, & Heward, 1993) • “Active student responding occurs each time a student makes a _________________________ _________” Heward 2009 answer questions or respond content observable and countable detectable response to ongoing instruction

3. Active STUDENT RESPONSES • The basic measure of ASR is_____,_____, _________of responses • The more the student________, the more likely they will _____ • _______behavior is not the same as active student responding • Increasing on-task or _________behavior does not necessarily increase________ count tally frequency responds learn On task attending learning

4. What’s so important about ASR? actually • When a student is attending, we do not know if they are ______ ________- the only way we know is if they make a ________to what they have_____________. • Children (particularly those with autism) must be involved in active learning involving consistent, repeated ______________ ________to stimuli and to respond, in turn, to the corresponding consequences Taylor, 2004, Green 1996. • Maximizes________________– number of responses versus time spent in an activity • More opportunities to respond and get_________, the ______ children will learn. learning response seen or heard opportunities to respond instructional time feedback faster

5. Is this active student responding? • Reading out loud _____ • Whole body listening _____ • Doing math calculations _____ • Listening to a story _____ • Answering comprehension questions _____ • Watching a video _____ YES NO YES NO YES NO

6. Benefits of ASR • More ________responding, improved _____ ______ • Faster acquisition of___________ • Increases _______behavior (Narayan et al 1990, Carnine 1976) • _________________behavior (Lambert, Carledge, Heward, and Lo 2006) accurate test scores information on task Reduces disruptive

7. Types of ASR • _______responding • _________cards • Peer ________or peer ______ • ____________or fill-in sheets Choral Response tutoring pairs Guided notes

8. Choral responding • An integral component of the _______________model • Particularly useful for _______material math facts states and capitals rules • Use ______________________ • Provide feedback for the ________response • ____________ pace of instruction • Part of the _______ Reading program – sound drills • Use in transitions – reciting _____ for walking in halls, etc. • Students typically enjoy this! Direct Instruction factual signal to begin and end majority Fast, lively Wilson rules

9. More on choral responding

10. Let’s watch!

11. Peer Tutoring • By definition it _________the rate of task presentation, and _________for correct responses as well as immediate error correction • Can be done with typical peers or pairing a typical peer with a non-typical peer. • Can use__________, worksheets, or reading to increase_________________. • __________activities can include having kids match units of measurement to each other, words to parts of speech increases feedback flashcards fluency and accuracy Peer pairs

12. Peer Tutoring • Kamps et a. 1994 used a classroom wide tutoring program with typical students and 3 high functioning ASD students. Their results showed an increase in reading _______and increased reading comprehension for ___students as well as increased duration of _______________between the student with ASD and their peer following the tutoring session. • Greenwood et al. 1984 – peer tutoring resulted in greater _______of academic responses as well as much better test scores than ________________instruction. There was twice as much ____________in the tutoring condition than in teacher condition fluency all social interaction variety teacher directed responding

13. Response Cards • Cards, signs, or items which are simultaneously ________by all students to display their ______________________ _______ presented by the teacher. • Can be _________or ______(write on). held up response to a question or problem pre-made blank

14. Advantages of response cards • Student does not have to be ______(as with choral responding) • _____to use • They can be a _________________ • Allows for ____________of student’s response more easily • Students can learn by ______________ • Affords many more learning opportunities than ____ _______as each student responds each time verbal Easy permanent product assessment watching others hand raising

15. Comparison to the one student at a time approach • Each student gets to respond at each ___________ • Keeps the student _________all the time • May reduce __________________behaviors over not being _________ when they know the answer • Allows teacher to see _______students are making • Students report that it is much more ____than traditional instruction. opportunity engaged frustration/disruptive called on errors fun

16. Types of response cards • _________cards • __________on cards • Other variations Preprinted Blank/write

17. Preprinted cards • Two sided cards on ______- good for two possible answers (e.g. true or false, odd or even, noun or verb, etc. • “Pinch cards” – each card has several options listed horizontally. The student uses either a_________, clothes pin, or their ______to indicate their answer sticks paper clip finger

18. Blank cards • Can use pieces of ___________with dry markers and socks as erasers. Children write their answers on their cards and hold them up on the cue of “_______”. • Very often used in _____instruction, but also for language arts and other subjects. • Students must be able to ______in some fashion to use this option. white board cards up math write

19. Other options • Use individual felt boards with felt pieces to teach _________________–e.g. have students put the dog on top of the house, put the tree behind the house, etc. • Give each student their own ________with icons that they can velcro on when doing calendar activities, attendance, etc. as opposed to just one student getting to put up the items on the class calendar. • Constructed ________– give each student letter tiles. They have to manipulate their tiles to spell the dictated word. directional concepts calendar spelling

20. Other ideas? How would you adapt a group activity to increase ASR?

21. Guided notes • Originally used with ________________ students in _______school • Teachers noted that they also helped regular ed. Students • Advantages are that the student is directed via the guided note handout to _________ _________________________ • Reduces the amount of __________the student is required to do. learning disabled middle recognize what information is important note taking

22. References • Handouts: • Heward et. al. Article: Everybody Participates in This class • References & Resources- From Heward’s Presentation at Simmons College 11/5/09 • Additional list of selected articles not cited by Heward