Increasing Student E ngagement : 3 E vidence-based I nstructional S trategies

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

2. Outcomes • Participants will be able to describe the impact of opportunities to respond on student outcomes • 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 Interventionshttp://ebi.missouri.edu/?cat=22 • Response Cost Raffle • Randomized Group Contingency • The Good Behavior Game • Positive Peer Reporting • Classwide Antecedent Modifications

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

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

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

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

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

17. Class! Students answer, “Yes!”

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

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

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

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

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

25. Easy as ABC

26. Class! Students answer, “Yes!”

27. 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 Teach! • Students clap twice and answer, “Okay!” and then using gestures, teach their neighbors the about Opportunities to Respond

28. Class! Students answer, “Yes!”

29. 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 BIGGESTURES, teach their neighbors about Opportunities to Respond.

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

31. ClassityClass Students answer, “Yesity! Yes!”

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

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

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

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

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

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

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

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

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

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

45. Video Clip Choral Responding

46. Non-Verbal OTR • Response Cards/Response Systems • Pre-printed, Write-on, Cover part • Movement Activities/Signaling • Sit/Stand, Thumbs Up/Down, Other Action, 4 Corners • Guided Notes • http://rti2.org/rti2/guided_notes • http://www.interventioncentral.org/index.php/study-org/221-guided-notes • http://montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Word_Guided_Notes.pdf • 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. • 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? • Students can more easily identify the most important information. • Students are more likely to ask the instructor questions. • Students earn higher quiz and exam scores with Guided Notes.