Module 2 Expectations and Procedures Section 4: Opportunities to Respond

1. Module 2 Expectations and Procedures Section 4: Opportunities to Respond

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: The importance of opportunities to respond (OTR) in the learning cycle The elements of an effective OTR protocol How culturally responsive protocols apply to OTRs Do: Reflect on your current OTR practices Increase the OTR strategies that you currently use in your lessons

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 2 and Trauma Sensitive School Module 7 Safety Review Tool

8. What the Research Says Multiple studies over 20 years have shown that increasing the rates of opportunities to respond: • Increases student engagement. • Decreases disruptive behavior • Works across various settings including self-contained classrooms

9. What are Responding Protocols? • Responding protocols are used to explicitly communicate to students how the teacher wants them to respond as a whole group, in an activity, or during a discussion. • In addition, some responding protocols are involuntary where students are called on at random without them raising their hands. • The responding protocols that are involuntary can encourage accountability and engagement on the part of the learner, as well as providing more accurate feedback to the teacher about students’ understanding of the information presented. Rigor to Results

10. Opportunities to Respond • Verbal and non-verbal • Use traditional, responsive and culturally responsive protocols Watch 2 minute clip

11. More About Opportunities to Respond Write these numbers down! • Minimum of 4-6responses per minute with 80% accuracy. • 8-12 responses per minute with 90% accuracy. New Material Review of Material Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013

12. Activity 2.6: Think/Stand Up/Sit Down Calling on students unpredictably heightens student attention! • List strategies you currently use to call on students unpredictably. • Everyone stand up. Choose one from your list. • Person called will tell the strategy they chose. • If this is the strategy you have chosen, sit down. Think and write: 3 min Add to list: 2 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

13. Individual Questioning How do you ask questions to: • Increase student engagement • Get higher level answers • Provide adequate processing time for all students? Ask the question… pause… then call on the student.

14. Using Wait Time or Think Time • Simply pause after asking a question for five seconds. • Count inaudibly, use a stopwatch or follow second hand on a clock. • Peer coaching or video-taping can help to develop awareness.

15. Activity: Left Shoulder Partner Think about how long your typical wait time is. • Do you pause a full 5 seconds to give students time to think? • Discuss with your left shoulder partner how you might increase your wait time. Discuss: 3-4 min

16. Using Choral Responding • Develop questions with one correct, 1-3 word answers. • Provide wait time. • Use a signal or phrase to cue students to respond in unison. • Use a brisk, lively pace. • Provide immediate feedback on the group response.

17. Non-Verbal Responding Students actively answering or responding to question or problem using: whiteboards, written response cards, signaling, or movement responses

18. Non-Verbal Strategies Whiteboards: students have personal* white board to write answers to teacher’s questions with an erasable pen. • Ask questions that require letters, words, numbers, symbols, or problem solving process. • When cued, hold up board to display answers. • Students erase their answer and wait for the next question. *Variation – Students work in pairs to solve problems.

19. More Non-Verbal Strategies Response cards: pre-printed cards that have choice words on each side. • Yes/No, True/False, Odd/Even, Letters (ABC) or a few word choices (noun, pronoun, verb) Procedure for using Ask a question Cue for students to pinch the correct answer Pause Cue students to hold up their card.

20. Using Whiteboards or Response Cards Teach and practice expected behaviors, including: • When to select their card or write their response • When to share • When to clean boards or reposition cards for next question • How to clean up • Where to store materials

21. When Using Whiteboards or Response Cards Feedback is crucial! If a significant number of students did not respond accurately: • Provide the correct answer and a brief explanation • Re-present the question

22. Culturally Responsive Protocols Giving students multiple yet specific ways of responding in class is part of culturally competent teaching. Responding protocols teach specific and appropriate ways to respond in class. They can validate, affirm, build, and bridge for students. View 2 minute video clip

23. Culturally Responsive Protocols

24. What Does This Look Like in Practice? Click the link (below) to view an example. View 5 minute video clip

25. Activity 2.7: Jigsaw • Divide the list of opportunities to respond • Read your part, and determine for each selection: • Is it responsive or culturally responsive? • How you could adapt it to be culturally responsive? • How you might use it? • Share your expertise with your small group partners. Read and reflect: 3 min Discuss: 12 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

26. Making Connections

27. Activity: Hand Up, Stand Up, Pair Up • Think of a lesson that you could incorporate more opportunities for nonverbal responses. • One person starts and share your ideas. • When presenter gives signal, the second person will share their idea. • Be prepared to share your partners’ ideas with the group. 1 min For each partner

28. Check Your Understanding Which of the following are true statements about opportunities to respond? (Click on each statement to reveal answer) • This procedure requires practice, pre-correction, and immediate feedback. • It’s recommended practice to include a mix of verbal and non-verbal individual and group responses. TRUE • Whole group responses help to assess individual learning. FALSE • After asking a verbal question, wait five seconds before accepting an answer. TRUE TRUE • Provide more opportunities to respond for new learning than for review of learning. FALSE

29. Self-Reflection: Opportunities to Respond Complete the Self-Reflection Checklist items for this section of the module. Identify one or two areas that you would like to improve Reflection The checklist for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

30. Making the Most of Your Learning: Use KASAB! Knowledge TSS: Chapter 12 Trauma Sensitive Safety Review Tool From Rigor to Results Appendix A of Dr. Hollie’s Book Supporting and Responding to Behavior, page 11 Second Step SEL alignment Skills Classroom Management Observation Tool (CMOT) Aspirations Are you satisfied with the amount of time you spend teaching, vs addressing behavior concerns? Attitude Equity: Model to Inform CR Practices Behavior Midwest Snapshot MO OTR Teacher Tool VABB Newsletter Use PLC’s for support

31. Acknowledgements Hollie, S., & Allen, B. (2018). Culturally and Linguistically Responsive Teaching and Learning responsive teaching and learning; classroom practices for student success. Huntington Beach: Shell Education. Midwest PBIS Network Special thanks to Missouri School-wide Positive Behavior Support