Effective Classroom Practice: Active Engagement of Students Multiple Opportunities to Respond

1. Effective Classroom Practice: Active Engagement of StudentsMultiple Opportunities to Respond MO SW-PBS

4. Effective Classroom Practices Classroom: Expectations & Rules Procedures & Routines Continuum of Strategies to Acknowledge Appropriate Behavior Continuum of Strategies to Respond to Inappropriate Behavior Multiple Opportunities to Respond Active Supervision Academic Success & Task Difficulty Activity Sequence & Offering Choice When we talk about building classroom systems these are the features we want in place in all classrooms. Each of these are research based practices. This particular list came from a synthesis of work from many researchers including Brandi Simonson at the University of Connecticut and Lee Kern and Nathan Clemens from Lehigh University. More detailed information regarding studies conducted for each of these practices can be found in a 2008 article titled �Evidence Based Practices in Classroom Management� from the journal Education and Treatment of Children. And in a 2007 article titled �Antecedent Strategies to Promote Appropriate Classroom Behavior� from the journal, Psychology in the Schools. A copy of each article is included in the mini-module resource folder. (Article 1 and Article 2) To underscore the value of classroom systems, let me show you data from an elementary school here in Missouri. When we talk about building classroom systems these are the features we want in place in all classrooms. Each of these are research based practices. This particular list came from a synthesis of work from many researchers including Brandi Simonson at the University of Connecticut and Lee Kern and Nathan Clemens from Lehigh University. More detailed information regarding studies conducted for each of these practices can be found in a 2008 article titled �Evidence Based Practices in Classroom Management� from the journal Education and Treatment of Children. And in a 2007 article titled �Antecedent Strategies to Promote Appropriate Classroom Behavior� from the journal, Psychology in the Schools. A copy of each article is included in the mini-module resource folder. (Article 1 and Article 2) To underscore the value of classroom systems, let me show you data from an elementary school here in Missouri.

5. This school has implemented PBS for a number of years. During their first and second years of work they focused on identifying, teaching and acknowledging schoolwide and non-classroom expectations and rules. With these supports in place they saw reductions in the overall number of office referrals. This school has implemented PBS for a number of years. During their first and second years of work they focused on identifying, teaching and acknowledging schoolwide and non-classroom expectations and rules. With these supports in place they saw reductions in the overall number of office referrals.

6. Then during the 2007-08 school year they continued what they were doing in terms of school-wide and non-classroom settings, but also added a specific focus on classroom system practices and this is what happened� They decreased their total number of office referrals from 270 to fewer than 150. By developing an effective instructional and behavior management system in each classroom, this school decreased referrals by almost 46%. Focusing on effective classroom system practices dramatically reduced the incidents of problem behavior for this school. This is why we are talking about developing a classroom system which includes these essential features. Then during the 2007-08 school year they continued what they were doing in terms of school-wide and non-classroom settings, but also added a specific focus on classroom system practices and this is what happened� They decreased their total number of office referrals from 270 to fewer than 150. By developing an effective instructional and behavior management system in each classroom, this school decreased referrals by almost 46%. Focusing on effective classroom system practices dramatically reduced the incidents of problem behavior for this school. This is why we are talking about developing a classroom system which includes these essential features.

7. Active Engagement of Students: Multiple Opportunities to Respond The practice we are focusing on today is giving students Multiple Opportunities to Respond (OTR). Using this technique is one way to keep students actively engaged with instruction. When students are productively engaged in their work there is less chance of problem behavior (Colvin, 2009, p. 48) On the other hand, when students are required to sit for long periods of time without the opportunity to respond or participate, it increase the likelihood that problems will occur- especially for at-risk and high-risk students (Colvin, 2009, p.48). One research based, effective practice for keeping students actively engaged is providing multiple opportunities for response.The practice we are focusing on today is giving students Multiple Opportunities to Respond (OTR). Using this technique is one way to keep students actively engaged with instruction. When students are productively engaged in their work there is less chance of problem behavior (Colvin, 2009, p. 48) On the other hand, when students are required to sit for long periods of time without the opportunity to respond or participate, it increase the likelihood that problems will occur- especially for at-risk and high-risk students (Colvin, 2009, p.48). One research based, effective practice for keeping students actively engaged is providing multiple opportunities for response.

8. Multiple Opportunities to Respond An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008) Reading aloud Writing answers to a problem Verbally answering a question Responding to a teacher�s cue Opportunities to Respond occur when a teacher seeks a response from students. Student�s can respond to teacher statements or questions in a variety of ways. Examples include� Reading aloud, writing answers to a problem, verbally answering a question or giving a motor response or gesture to a cue. Opportunities to Respond occur when a teacher seeks a response from students. Student�s can respond to teacher statements or questions in a variety of ways. Examples include� Reading aloud, writing answers to a problem, verbally answering a question or giving a motor response or gesture to a cue.

9. Opportunities to Respond We can think about OTR in terms of the traditional ABC model of behavior (antecedents, behavior and consequences). The teacher provides a question, prompt or cue that sets the occasion for students to respond (this is the antecedent). The student response may be written, choral, verbal or a motor (this is the behavior). If the teacher provides an antecedent or question that brings a correct response or answer, this allows a chance to provide specific, positive feedback as a consequence. Providing frequent opportunities to respond sets the occasion for students to receive high rates of feedback and experience high rates of success. This tends to increase academic engagement and decrease problem behavior. We can think about OTR in terms of the traditional ABC model of behavior (antecedents, behavior and consequences). The teacher provides a question, prompt or cue that sets the occasion for students to respond (this is the antecedent). The student response may be written, choral, verbal or a motor (this is the behavior). If the teacher provides an antecedent or question that brings a correct response or answer, this allows a chance to provide specific, positive feedback as a consequence. Providing frequent opportunities to respond sets the occasion for students to receive high rates of feedback and experience high rates of success. This tends to increase academic engagement and decrease problem behavior.

10. Opportunities to Respond: Example Consider this as an example. The antecedent is the teacher saying �When I give the signal, everyone answer this question: What is 5 times 6?� The teacher waits and then gives the signal for students to answer. This sets the occasion for the desired behavior� all students responding in chorus, �30�. Students responding with a correct answer gives the teacher a chance to say �Yes! The correct answer is 30�. The process is then repeated with several other different questions. Consider this as an example. The antecedent is the teacher saying �When I give the signal, everyone answer this question: What is 5 times 6?� The teacher waits and then gives the signal for students to answer. This sets the occasion for the desired behavior� all students responding in chorus, �30�. Students responding with a correct answer gives the teacher a chance to say �Yes! The correct answer is 30�. The process is then repeated with several other different questions.

11. Why Provide Multiple Opportunities to Respond? Behavioral Outcomes: Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time (Heward, 1994) Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with: Students who are more engaged in instruction. The more we ask students to respond, the more likely they are to be engaged in the academic material presented. High rates of feedback. If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback. Decreases in problem behavior. When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur . Finally, allowing multiple opportunities for student response is an efficient use of instructional time. Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond. Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with: Students who are more engaged in instruction. The more we ask students to respond, the more likely they are to be engaged in the academic material presented. High rates of feedback. If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback. Decreases in problem behavior. When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur . Finally, allowing multiple opportunities for student response is an efficient use of instructional time. Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond.

12. Why Provide Multiple Opportunities to Respond? Academic Outcomes: Improved Reading Performance: increased percentage of reading responses, mastery of reading words, rates of words read correctly and decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994) Improved Math Performance: percentage of problems calculated correctly per minutes, number of problems completed and active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997) In addition research has shown increasing the rate of student responses specifically led to improved reading and math performance. In addition research has shown increasing the rate of student responses specifically led to improved reading and math performance.

13. Rate of Opportunities to Respond New Material: 4 � 6 student responses per minute with 80 % accuracy Practice Work: 9 � 12 student responses per minute with 90% accuracy (CEC, 1987; Gunter, Hummel & Venn, 1998) These are the recommended rates of opportunities to respond. When introducing new material, the goal is the have students responding at a rate of 4-6 responses per minute with 80% accuracy. When reviewing previously learned material, a quicker pace of 9-12 responses per minute with 90% accuracy is the goal. These are the recommended rates of opportunities to respond. When introducing new material, the goal is the have students responding at a rate of 4-6 responses per minute with 80% accuracy. When reviewing previously learned material, a quicker pace of 9-12 responses per minute with 90% accuracy is the goal.

14. Observing Opportunities to Respond Classroom: Frequency Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response. Students: Rate of Academic Engagement Observer Records �+� symbol for on-task/engaged behavior and �-� indicates off-task behavior. To assess the rate of opportunities to respond, data can be collected during a classroom or student observation. To record the frequency of opportunities to respond in a particular classroom, an observer can tally the number of questions, statements or gestures made by the teacher to seek an academic response. In addition, students can be observed to record their rate of academic engagement. During an observation period the recorder marks �+� for on-task or engaged student behavior and �-� for off-task behavior observed during regular intervals, such as every 5 seconds. It is important to clarify teacher and recorder definitions of on-task versus off-task behavior before beginning the data collection process. To assess the rate of opportunities to respond, data can be collected during a classroom or student observation. To record the frequency of opportunities to respond in a particular classroom, an observer can tally the number of questions, statements or gestures made by the teacher to seek an academic response. In addition, students can be observed to record their rate of academic engagement. During an observation period the recorder marks �+� for on-task or engaged student behavior and �-� for off-task behavior observed during regular intervals, such as every 5 seconds. It is important to clarify teacher and recorder definitions of on-task versus off-task behavior before beginning the data collection process.

15. Opportunity to Respond Practice Read the classroom vignette (Handout 1). Determine how many opportunities to respond were provided to students during the instructional period. Identify whether each opportunity was an individual or group response. Handout 1 Read directions from slide. Provide Handout 1 to participants. Give 5 minutes to read the vignette and record answers. Discuss responses. Answer: 6 opportunities; 4 were group responses; 2 were individual methods of response. Read directions from slide. Provide Handout 1 to participants. Give 5 minutes to read the vignette and record answers. Discuss responses. Answer: 6 opportunities; 4 were group responses; 2 were individual methods of response.

16. Strategies to Increase StudentOpportunity for Response Track Students Called On Guided Notes Response Cards Computer Assisted Instruction Classwide Peer Tutoring Direct Instruction This is a list of strategies teachers can use to increase the opportunities for students to respond. The first three strategies require little preparation (tracking, guided notes and response cards). The last three strategies may be dependent on availability of equipment and/or require more information before implementing. (computer assisted instruction, classwide peer tutoring and direct instruction)This is a list of strategies teachers can use to increase the opportunities for students to respond. The first three strategies require little preparation (tracking, guided notes and response cards). The last three strategies may be dependent on availability of equipment and/or require more information before implementing. (computer assisted instruction, classwide peer tutoring and direct instruction)

17. A. Track Students Called On Are all students called on? Use a seating chart & mark off when a student is called on to answer an academic question. Draw students� names from a jar Other strategies you have used? The first strategy is to systematically keep track of which students have been called on. Using a tracking strategy may help a teacher consider whether students are being asked to respond equally. Using a strategy to track which students are called on also helps to monitor students who have not participated and increases the chance they will be called on. Two simple strategies are listed here: 1) The teacher can use a seating chart and check a name off each time a student a student responds. Or� 2) Consider drawing students� names from a jar. However, it is important that students experience high rates of success. Think about whether a student can correctly answer the question before calling on him or her. Are there other strategies you have used or can think of to keep track of which students are called on? The first strategy is to systematically keep track of which students have been called on. Using a tracking strategy may help a teacher consider whether students are being asked to respond equally. Using a strategy to track which students are called on also helps to monitor students who have not participated and increases the chance they will be called on. Two simple strategies are listed here: 1) The teacher can use a seating chart and check a name off each time a student a student responds. Or� 2) Consider drawing students� names from a jar. However, it is important that students experience high rates of success. Think about whether a student can correctly answer the question before calling on him or her. Are there other strategies you have used or can think of to keep track of which students are called on?

18. B. Guided Notes Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________. Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy Rate of OTR for Practice Work: ___ opportunities with __ % accuracy Three common strategies to increase OTR are: Tracking students called on Guided __________ Response ________ Guided Notes are a second strategy to encourage student responding. Guided Notes are teacher-prepared hand-outs that outline lectures, but leave "blank" space for key concepts, facts or definitions. As the lecture progresses, the learner fills in the spaces with content information. Guided notes are a way of involving students during a lecture. Added benefits of guided notes include organizing and highlighting the important points of a lecture and guided notes provide students with an accurate summary of information they can use to study for tests. This strategy may be used with most grades, but may be more applicable in secondary grades where lectures are frequently used to share new material. This slide shows an example based on our �lecture� today. Guided Notes are a second strategy to encourage student responding. Guided Notes are teacher-prepared hand-outs that outline lectures, but leave "blank" space for key concepts, facts or definitions. As the lecture progresses, the learner fills in the spaces with content information. Guided notes are a way of involving students during a lecture. Added benefits of guided notes include organizing and highlighting the important points of a lecture and guided notes provide students with an accurate summary of information they can use to study for tests. This strategy may be used with most grades, but may be more applicable in secondary grades where lectures are frequently used to share new material. This slide shows an example based on our �lecture� today.

19. How To Develop Guided Notes Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc) Do Not Require Students Write Too Much These are suggestions about how to develop guided notes.These are suggestions about how to develop guided notes.

20. C. Response Cards Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses Types of Response Cards: Preprinted Cards: Yes/No, True/False, Agree/Disagree, Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story Write-On Cards: 9X12 Response Cards & Dry-Erase Markers Back side of recycled paper Easy to Manipulate, Display and See Response cards are another a powerful way to engage all students when asking questions. Response cards are signs, or items simultaneously held up by all students to display their responses. The types of response cards are as varied as a teacher�s imagination. Preprinted cards can be used, and reused, with yes/no or true/false printed on both side. Students raise the card on the side that is their response to a question. Preprinted cards with multiple answers may also be used when a student has more than two responses to choose from. With a paper clip or clothes pin a student can indicate their answer. Write-on cards can be made from 4 by 8 foot sheets of laminated bathroom board, cut into 9 X 12 inch response cards that each student can use. Dry-erase markers and paper towel can be used to write and erase answers. Many schools and classrooms have a recycle bin of paper that has been used only on one side. Reusing paper makes an inexpensive and recyclable way for students to record answers. Whatever is used, the response cards should be easy to manipulate, display and see by the teacher. Response cards are another a powerful way to engage all students when asking questions. Response cards are signs, or items simultaneously held up by all students to display their responses. The types of response cards are as varied as a teacher�s imagination. Preprinted cards can be used, and reused, with yes/no or true/false printed on both side. Students raise the card on the side that is their response to a question. Preprinted cards with multiple answers may also be used when a student has more than two responses to choose from. With a paper clip or clothes pin a student can indicate their answer. Write-on cards can be made from 4 by 8 foot sheets of laminated bathroom board, cut into 9 X 12 inch response cards that each student can use. Dry-erase markers and paper towel can be used to write and erase answers. Many schools and classrooms have a recycle bin of paper that has been used only on one side. Reusing paper makes an inexpensive and recyclable way for students to record answers. Whatever is used, the response cards should be easy to manipulate, display and see by the teacher.

21. Use of Response Cards Teach, Model and Practice the Routine 1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. Prepare for Next Question. Maintain lively pace Short time between questions Give clear cues OK to look at classmates� cards Specific, positive feedback for correct answers and use of cards Using response cards takes a little planning. The teacher should identify and teach the routine she/he will have when asking students to use their response cards. Specific behavioral expectations about how to hold, respond, clean and prepare for the next question need to be planned, taught, modeled, and practiced so students are fluent in the use of the response cards. Maintaining a lively pace of questions, responses, and clean up with short periods of time between questions is important for keeping students on task. Teacher should use clear and consistent cues about holding up and putting down cards so students can keep up the brisk pace. Using response cards is not a test. Rather it is a way to review and relearn material. Encourage students to look at each others� cards to get the correct answer. And of course, it is critically important for the teacher to recognize students who give correct answers and use their cards appropriately. Specific, positive feedback will increase the likelihood the students will remember the answer and repeat the behavior in the future. Using response cards takes a little planning. The teacher should identify and teach the routine she/he will have when asking students to use their response cards. Specific behavioral expectations about how to hold, respond, clean and prepare for the next question need to be planned, taught, modeled, and practiced so students are fluent in the use of the response cards. Maintaining a lively pace of questions, responses, and clean up with short periods of time between questions is important for keeping students on task. Teacher should use clear and consistent cues about holding up and putting down cards so students can keep up the brisk pace. Using response cards is not a test. Rather it is a way to review and relearn material. Encourage students to look at each others� cards to get the correct answer. And of course, it is critically important for the teacher to recognize students who give correct answers and use their cards appropriately. Specific, positive feedback will increase the likelihood the students will remember the answer and repeat the behavior in the future.

22. Response Card Practice Distribute true/false cards to all participants. Routine: I will ask a question and give you time to think. I will say �Answer� Show your card with your answer toward me. Hold card until I say �Cards down�. Place card on table and put eyes on me. Practice Handout 2 Now we are going to demonstrate the use of response cards. (Use Handout 2: True/False Card) Everyone take out your true/false card. Here is the routine we will use today. I will ask a question and give you time to think. Then I will say �Answer� as the cue to show your card. When I say, �answer� hold your card with the response facing me. Keep the response card up until I say �Cards down�. Then place your card on the table, put your eyes on me and listen for the next question. Any questions before we begin? Time to Practice: (Use the questions listed below or make up questions of your own. Don�t forget to give specific, positive feedback for answers and use of the cards.) Jefferson City is the capital of Missouri (true) Anchorage is the capital of Alaska (false, Juneau is the capital) 9 X 7 is 63 (true) When shooting a free throw, keep feet shoulder width apart and parallel to one another (true) One the periodic table of elements in chemistry, Co is the symbol for copper (false, Co is symbol for cobalt) Since many of you had difficulty answering question 5, it would be a good time to point out that response cards give the teacher good assessment information. Obviously this group is not ready for the test. As the teacher I might repeat that question a couple of times until students reach the 80-90% accuracy level. Now we are going to demonstrate the use of response cards. (Use Handout 2: True/False Card) Everyone take out your true/false card. Here is the routine we will use today. I will ask a question and give you time to think. Then I will say �Answer� as the cue to show your card. When I say, �answer� hold your card with the response facing me. Keep the response card up until I say �Cards down�. Then place your card on the table, put your eyes on me and listen for the next question. Any questions before we begin? Time to Practice: (Use the questions listed below or make up questions of your own. Don�t forget to give specific, positive feedback for answers and use of the cards.) Jefferson City is the capital of Missouri (true) Anchorage is the capital of Alaska (false, Juneau is the capital) 9 X 7 is 63 (true) When shooting a free throw, keep feet shoulder width apart and parallel to one another (true) One the periodic table of elements in chemistry, Co is the symbol for copper (false, Co is symbol for cobalt) Since many of you had difficulty answering question 5, it would be a good time to point out that response cards give the teacher good assessment information. Obviously this group is not ready for the test. As the teacher I might repeat that question a couple of times until students reach the 80-90% accuracy level.

23. Response Card Activity Pair with another participant Discuss a lesson you teach that could include the use of response cards. Be sure each of you comes up with a plan! Use Handout 3 Handouts 4 & 5 are examples (one elementary and one secondary) Be prepared to share. Optional activity � can be completed if time allows. I want to give you some time to create a plan to incorporate response cards within a lesson you are preparing to teach. I am going to have you pair up and help each other decide a lesson where response cards could be used to give students more opportunities to respond. We have provided a worksheet that may help you create a plan (Handout 3) We also have two examples to use as a guide to help you decide the procedures you want students to follow as they use response cards (Handouts 4 and 5). Handout 4 is an elementary example and Handout 5 is a secondary example. Provide handouts. After 10 minutes, give the attention signal and have some participants share their plans. Optional activity � can be completed if time allows. I want to give you some time to create a plan to incorporate response cards within a lesson you are preparing to teach. I am going to have you pair up and help each other decide a lesson where response cards could be used to give students more opportunities to respond. We have provided a worksheet that may help you create a plan (Handout 3) We also have two examples to use as a guide to help you decide the procedures you want students to follow as they use response cards (Handouts 4 and 5). Handout 4 is an elementary example and Handout 5 is a secondary example. Provide handouts. After 10 minutes, give the attention signal and have some participants share their plans.

24. Strategies to Increase StudentOpportunities to Respond Track Students Called On Guided Notes Response Cards Computer Assisted Instruction Classwide Peer Tutoring Direct Instruction Three additional strategies for increasing student opportunity to respond are computer assisted instruction, classwide peer tutoring and Direct Intsruction. These strategies may be dependent on availability of equipment and require more intensive learning before a teacher can implement. We will provide brief information on each of these strategies and give you resources for further research. Three additional strategies for increasing student opportunity to respond are computer assisted instruction, classwide peer tutoring and Direct Intsruction. These strategies may be dependent on availability of equipment and require more intensive learning before a teacher can implement. We will provide brief information on each of these strategies and give you resources for further research.

25. D. Computer Assisted Instruction Provides � High levels of response opportunities Immediate feedback Enhanced motivation for learning Computer assisted instruction refers to instruction or remediation presented on a computer. Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. (The Access Center, retrieved February 10, 2009 from website http://www.k8accesscenter.org/index.php/category/computer-assisted-instruction/) Many educational computer programs are available online or from computer stores and textbook companies. The extent of use may depend on equipment availability in your school. Computer assisted instruction refers to instruction or remediation presented on a computer. Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. (The Access Center, retrieved February 10, 2009 from website http://www.k8accesscenter.org/index.php/category/computer-assisted-instruction/) Many educational computer programs are available online or from computer stores and textbook companies. The extent of use may depend on equipment availability in your school.

26. E. Class-wide Peer Tutoring Highly structured format Reciprocal peer tutoring so every student can tutor and be tutored. Promote high levels of on-task behavior Actively engages all students in the classroom simultaneously Another strategy to enhance response opportunities is classwide peer tutoring. Effective classwide peer tutoring programs are highly structured and include specific procedures for taking turns, presenting information, recording responses and providing feedback. A classwide peer tutoring program includes reciprocal peer tutoring so every student can tutor and be tutored. All classwide peer tutoring procedures must be directly taught and practiced to be successful. If the procedures have been identified and taught, high levels of on-task behavior and simultaneous active engagement of all students can be expected. Another strategy to enhance response opportunities is classwide peer tutoring. Effective classwide peer tutoring programs are highly structured and include specific procedures for taking turns, presenting information, recording responses and providing feedback. A classwide peer tutoring program includes reciprocal peer tutoring so every student can tutor and be tutored. All classwide peer tutoring procedures must be directly taught and practiced to be successful. If the procedures have been identified and taught, high levels of on-task behavior and simultaneous active engagement of all students can be expected.

27. E. Class-wide Peer Tutoring Common Characteristics Clearly Defined Learning Tasks/Responses Individualized Instruction High Rates of Active Student Responding Immediate Feedback and Praise for Correct Responses Systematic Error Correction Measurement of Student Progress Motivation for Students Newcomer, 2009 Here are some common features of class-wide peer tutoring programs: Clearly Defined Learning Tasks/Responses--Tutor roles and procedures are clearly defined, often scripted and standard procedures are expected to be used with little variation. Individualized Instruction�teachers give frequent pre- and post-tests to determine learning tasks that match the current needs of each student. High Rates of Active Student Responding�Well-designed class-wide peer tutoring programs provide each student with many opportunities to respond. Depending on the learning tasks, students make 100 or more responses during a 10-minute peer tutoring session. With each student serving as a tutor and a tutee, the opportunities to respond to the academic task is further increased. Immediate Feedback and Praise for Correct Responses--Peer tutors provide feedback and praise to their tutees, and the teacher provides feedback to the tutors as a means of providing high-quality peer teaching and learning during class-wide peer tutoring sessions. Formal point systems are used in many class-wide peer tutoring programs to motivate participation and make learning fun. Systematic Error Correction�Tutors immediately and systematically correct mistakes by their tutees by using the materials that show the correct response to the tutor. Measurement of Student Progress�All research-backed programs incorporate direct and frequent measurement of each student�s progress. These data are obtained in a variety of ways, such as daily end-of-session assessments given by tutors, regularly scheduled teacher-administered �check outs� of students� performance, and weekly pre- and post-tests and curriculum-based measurements. Motivation for Students�Students have fun when class-wide peer tutoring programs include game-like formats, team goals, and charted progress. Here are some common features of class-wide peer tutoring programs: Clearly Defined Learning Tasks/Responses--Tutor roles and procedures are clearly defined, often scripted and standard procedures are expected to be used with little variation. Individualized Instruction�teachers give frequent pre- and post-tests to determine learning tasks that match the current needs of each student. High Rates of Active Student Responding�Well-designed class-wide peer tutoring programs provide each student with many opportunities to respond. Depending on the learning tasks, students make 100 or more responses during a 10-minute peer tutoring session. With each student serving as a tutor and a tutee, the opportunities to respond to the academic task is further increased. Immediate Feedback and Praise for Correct Responses--Peer tutors provide feedback and praise to their tutees, and the teacher provides feedback to the tutors as a means of providing high-quality peer teaching and learning during class-wide peer tutoring sessions. Formal point systems are used in many class-wide peer tutoring programs to motivate participation and make learning fun. Systematic Error Correction�Tutors immediately and systematically correct mistakes by their tutees by using the materials that show the correct response to the tutor. Measurement of Student Progress�All research-backed programs incorporate direct and frequent measurement of each student�s progress. These data are obtained in a variety of ways, such as daily end-of-session assessments given by tutors, regularly scheduled teacher-administered �check outs� of students� performance, and weekly pre- and post-tests and curriculum-based measurements. Motivation for Students�Students have fun when class-wide peer tutoring programs include game-like formats, team goals, and charted progress.

28. F. Direct Instruction Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website) Direct instruction is the next strategy to increase opportunities to respond. Direct Instruction (DI) is an instructional design and teaching methodology originally developed by Siegfried Engelmann and the late Wesley C. Becker from the University of Oregon. Examples: Distar Reading, Soar to Success Reading, SRA Reading Distar Math, Saxxon Math Direct instruction is the next strategy to increase opportunities to respond. Direct Instruction (DI) is an instructional design and teaching methodology originally developed by Siegfried Engelmann and the late Wesley C. Becker from the University of Oregon. Examples: Distar Reading, Soar to Success Reading, SRA Reading Distar Math, Saxxon Math

29. F. Direct Instruction Characteristics: Explicit, systematic instruction based on scripted lesson plans. Ability grouping. Emphasis on pace and efficiency of instruction. Frequent assessment. Quick pace helps keep students on task. New material is worked on in highly interactive format Features of direct instruction include: Direct Instruction is explicit, systematic and based on scripted lesson plans. Lessons are a sequence of short, quick-paced exercises. Students are ability grouped and re-grouped based on their rate of progress through the program. There is emphasis on pace and efficiency of instruction. DI programs are meant to accelerate the performance of students; therefore, lessons are designed to bring students to mastery as quickly as possible. Direct instruction involves frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention. The fast pacing of DI instruction achieves the highest level of student responses within a finite amount of time. With a fast pace, students are actively engaged in the lesson, remain on task, and remain focused on the skills being taught. Also, because there is a short amount of time between when students learn information and when they have the opportunity to use it, their retention is higher. Source: http://en.wikipedia.org/wiki/Direct_InstructionFeatures of direct instruction include: Direct Instruction is explicit, systematic and based on scripted lesson plans. Lessons are a sequence of short, quick-paced exercises. Students are ability grouped and re-grouped based on their rate of progress through the program. There is emphasis on pace and efficiency of instruction. DI programs are meant to accelerate the performance of students; therefore, lessons are designed to bring students to mastery as quickly as possible. Direct instruction involves frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention. The fast pacing of DI instruction achieves the highest level of student responses within a finite amount of time. With a fast pace, students are actively engaged in the lesson, remain on task, and remain focused on the skills being taught. Also, because there is a short amount of time between when students learn information and when they have the opportunity to use it, their retention is higher. Source: http://en.wikipedia.org/wiki/Direct_Instruction

30. Strategies to Increase StudentOpportunities to Respond Track Students Called On Guided Notes Response Cards Computer Assisted Instruction Classwide Peer Tutoring Direct Instruction Providing students with multiple opportunities to respond during academic instruction is an effective practice for keeping students engaged with learning and decreasing problem behavior. These are strategies teachers can use for increasing the number of opportunities students have for engaging with instructional tasks.Providing students with multiple opportunities to respond during academic instruction is an effective practice for keeping students engaged with learning and decreasing problem behavior. These are strategies teachers can use for increasing the number of opportunities students have for engaging with instructional tasks.

31. Why Provide Multiple Opportunities to Respond � Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time (Heward, 1994) We provide opportunities for response because it increases engagement with instruction, allows for high rates of feedback from the teacher, limits student problem behavior and is an efficient use of instructional time.We provide opportunities for response because it increases engagement with instruction, allows for high rates of feedback from the teacher, limits student problem behavior and is an efficient use of instructional time.

32. Discussion Activity With your school team, consider how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement. Prepare to share with the large group. 5 minutes to discuss. As a PBS team member or coach one of your responsibilities is to help create a system for getting information about research based practices to your faculty and staff. Besides providing information we know teachers are more likely to implement a particular practice if they also have opportunities to see the skill modeled and receive feedback about their performance of an instructional skill. With your school team, consider how your school either already does or could do observations to record opportunities to respond. If your school does not currently have a system, what system of observations could be put into place? As a PBS team member or coach one of your responsibilities is to help create a system for getting information about research based practices to your faculty and staff. Besides providing information we know teachers are more likely to implement a particular practice if they also have opportunities to see the skill modeled and receive feedback about their performance of an instructional skill. With your school team, consider how your school either already does or could do observations to record opportunities to respond. If your school does not currently have a system, what system of observations could be put into place?

33. Additional Information Peer Assisted Learning Strategies (PALS) http://kc.vanderbilt.edu/pals/ National Institute for Direct Instruction http://www.nifdi.org/ Direct Instruction http://directinstruction.org/ These websites provide additional information about classwide peer tutoring and Direct Instruction.These websites provide additional information about classwide peer tutoring and Direct Instruction.

34. References Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206. Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author. Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.

35. References Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320). In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole. �Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, 98-107. Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64. Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.