Increasing Student Engagement:  

3 Evidence-based Instructional Strategies  

Lori Rayburn-Dehart, BCBABehavior Consultant

KEDCBig East Cooperative

Outcomes1. 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

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)

Evidence-Based Practices

1. Maximize structure2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations3. Active engagement4. Acknowledge appropriate behaviors5. 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

Classwide Interventions

Classwide Interventions

http://ebi.missouri.edu/?cat=22O Response Cost Raffle

O Randomized Group Contingency

O The Good Behavior Game

O Positive Peer Reporting

O Classwide Antecedent Modifications

ActivityOReview briefs & videos

togetherOIn pairs

OReview each brief (5)OCompare/contract the

briefsOYou can use a graphic organizer

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

When I say “Class!,” you say “Yes!”

Class!Students answer, “Yes!”

However I say “Class!” that’s how you say “Yes!”

Class! Class!

Students answer, “Yes! Yes!”

Classity Class!

Students answer, “Yesity! Yes!”

Class-a-doodle-do!

Students answer, “Yes-a-doodle-do!”

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

Class!

Students answer, “Yes!”

Teach!

Students answer, “Okay!”

When I say “Teach!” you say “Okay!”

Teach!

Students clap twice and answer, “Okay!”

If I clap twice and say “Teach,” you clap twice and say “Okay!” Clap Clap

Class!

Students answer, “Yes!”

Teach!

Students clap twice and answer, “Okay!”

Let’s try that again ... only faster!

Clap Clap

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.

Dr. Terry Scott talks about the Probability

Equation

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

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

Related to BehaviorO Increases student engagement with

instructionO Allows for high rates of positive,

specific feedback related to behaviorO Limits time for engaging in

inappropriate behaviorO Results in more effective use of

instructional time

Related to AcademicsO Can be used as a quick assessment

to guide teaching/lesson directionO 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.)

Easy as ABCA

Antecedent

BBehavior

CConsequen

ce

Teacher Provides:Question,

Prompt, Cue

Student Response or

Behavior

Teacher Provides Feedback

(Specific & Positive)

Class!

Students answer, “Yes!”

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 Clap

Class!

Students answer, “Yes!”

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 Clap

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 Clap

Classity Class

Students answer, “Yesity! Yes!”

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 Clap

Rate of OTRONew Material

O4-6 Responses per minute O80% accuracy

OPracticeO9-12 Student responses per

minuteO90% accuracy

Types of OTRO Verbal--Involves vocal output

vs.O Non-Verbal--Involves action (no

verbalizations)

O Individual—by oneselfvs.

O Group—with others or while others do it

Opportunity to RespondVerbal

Non-Verbal

OOrally answering a question, sharing thoughts, summarizing, repeating,

OWriting OPerforming

an actionOMoving about

room

High Quality Feedback

OTimelyOSpecificORelated to ResponseOTargetedOInformative

Verbal OTR

OIndividual Question/Response Pattern

OChoral Responding

Individual vs. Group OTR

IndividualO Allows teacher to

know what EACH student thinks; targeted

GroupO Provides ALL

students the opportunity to answer without “risk”; engages everyone

Elements of choral responding

Students must be able to:o respond with short, one to three word, answers, and oonly one correct answer is ideal.

Enhancing Effectiveness of Choral

Respondingo the teacher, providing a thinking

pause, ousing a clear signal of when to

respond, oprovide feedback, and o from time to time call on

individual students

How To Implement Choral Responding - Brief “Choral

Responding”1. Model the question and the way to respond2. Ask a clear question with a single word or

simple phrase answer3. 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-responders5. Give feedback on the group response6. Fast-pace

Video Clip Choral Responding

Non-Verbal OTRO Response Cards/Response Systems

O Pre-printed, Write-on, Cover partO Movement Activities/Signaling

O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners

O Guided NotesO http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/2

21-guided-notes

O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Word_Guided_Notes.pdf

O Computer Assisted Instruction

Guided Notes

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

Why Use Guided Notes?

Guided Notes increase students’ active engagement with course content.

OTo complete their Guided Notes, students must actively respond to the lecture’s content by listening, looking, thinking, and writing.

Why Use Guided Notes?

Students who make frequent, lesson-relevant responses learn more than students who are passive observers.

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.

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 Clap TEACH!

Frequently Asked Questions About Guided

NotesQ: 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?

Non-Verbal OTRO Response Cards/Response Systems

O Pre-printed, Write-on, Cover partO Movement Activities/Signaling

O Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners

O Guided NotesO http://rti2.org/rti2/guided_notes O http://www.interventioncentral.org/index.php/study-org/2

21-guided-notes

O http://montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Word_Guided_Notes.pdf

O Computer Assisted Instruction

Response Card

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

Response CardO 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

Response CardoElicit active responses from

all students simultaneously;oDemonstrate student

understanding of the information taught; and

oMake informed instructional decisions based on students responses.

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.

ExamplesO“Yes/True” on one side and

“No/False” on the other OA, B, C, D cards for multiple

choice questions OCards with subject-specific

terms (parts of speech, scientific classifications, historical periods, formulas, etc.)

Exampleswww.reallygoodstuff.com

s.socrative.com

OSocrative 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.

Response Card

After watching the video…

Which multiple response strategy would you use to foster student engagement and why?

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.

Response Card

Let’s Make and Take

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 partnerO Everyone, say the wordO Everyone write, then showO 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…

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?

“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.

Whole Brain TeachingChris Biffle

http://www.youtube.com/watch?v=dfS6aNdG0k4

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Whole Brain TeachingChris Biffle

Part 2http://www.youtube.com/watch?v=dfS6aNdG0k4

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Opportunities to Respond

http://www.youtube.com/watch?v=GJrAkrronr8

ReferencesArcher, 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

Haydon, T., Borders, C., Embury, D., & Clarke, L. (2009). Using effective instructional delivery as a classwide management tool. Beyond Behavior, 18, 12-17.

ReferencesHaydon,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+for+WMissouri Schoolwide Positive Behavior Support (n.d.) Effective classroom practice: Active engagement of students: Multiple opportunities to respond. Retrieved from http://pbismissouri.org/class.html www.explicitinstruction.orgScott, Terry (2013). ABC/UBI Probability Equation. Retreived from http://www.youtube.com/watch?v=xIiZ9H3DIsE