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Increasing the frequency of active responding during group instruction Dr Claire McDowell

Increasing the frequency of active responding during group instruction Dr Claire McDowell. Effective teaching is characterised by;. Clear specification of learning objectives Assessment of the students’ entry skills relative to those objectives

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Increasing the frequency of active responding during group instruction Dr Claire McDowell

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  1. Increasing the frequency of active responding during group instruction Dr Claire McDowell

  2. Effective teaching is characterised by; • Clear specification of learning objectives • Assessment of the students’ entry skills relative to those objectives • Structured classroom activities during which students are actively engaged. • Systematic use of both positive and corrective feedback • formative & summative evaluation of learning (Berliner, 1980, 1984; Brophy & Good, 1986; Christensen et. al., 1989.)

  3. Teaching activities can be organised under four basic functions • Assessment • Planning • Instruction • Evaluation Students come into contact with the teaching programme only during instruction

  4. The learning trial In its simplest form, teaching consists of three elements ; • Antecedent (curricular stimuli) • The student’s response • Consequent stimuli (feedback on response)

  5. Effective teaching of new information usually requires a large number of learning trials with corrective or positive feedback following each one. As students begin to demonstrate some accuracy, a series of responses can be emitted before feedback is delivered( e.g., MCQ, essay, report, exam).

  6. Following a review of literature on effective teaching, Rosenshine & Berliner (1978) concluded that instruction in classrooms in which students made significant gains was characterised by a pattern of controlled practice, consisting of factual questions (A), student responses (B) and prompt academic feedback (C).

  7. “ the frequency of factual, single answer questions is positively related to achievement gains in most of these studies” (pg. 10) A high frequency of open ended questions has been shown to correlate negatively with achievement (Stallins & Kaskowitz, 1974)

  8. Dewey (1916) ‘students learn by doing’ However, educators have tended to focus their attention on the A (curricular materials) & C (feedback) components rather than examining student response as an independent variable

  9. Active student response (ASR) • ASR can be defined as an observable response made to an instructional antecedent • The basic measure of ASR is frequency count of the number of academic responses emitted within a given period of instruction. • ‘Active’ as opposed to ‘passive’ means that the response produces a change in the environment that can be detected by the instructor in order that they can give feedback

  10. Research shows that active participation (reading words, answering questions, marking answers, writing words) correlates more strongly with achievement than does passive responding (listening, watching) (Greenwood et. al., 1984: Narayan et. al., 1990). • The extent of learning can also be assessed by having students respond ‘publicly’ at some point during the class or shortly afterwards.

  11. ASR is not about increasing; • available time (total number of teaching days) • allocated time (hours per module for a concept or topic) • instruction time (actual time in class spent delivering information) • time on task (passive or active?) • Typical breakdown is that while 75% of time per day is allocated to academic instruction, students spend 45% of that time passively attending and only 25% of the time in academic responding. (Hall et. al., 1982)

  12. Low tech ASR strategies • SAFMEDS – independent study aides ( say aloud, fast, minute, every day, shuffled). • Question or definition on one side, 1-2 word fact or answer on the other. • Students practice independently and perform short, timed assessments to build recall of facts to fluency

  13. Choral responding • Each student in the class responding orally-in unison • Best suited for curriculum content where; 1. students can answer with short responses 2. There is only one correct answer per question. 3. Reponses are given at fast lively pace. 4. Immediate feedback can be provided.

  14. Tuesday Friday Monday Each heavy blue line is a Sunday line Every line between the Sunday lines represents another day of the week We can also locate the days of the week on this section of the chart. Day lines are the horizontal blue lines that run from top to bottom of the chart

  15. Body of research from Ohio State University detailing effectiveness of CR compared to more passive instruction (e.g. hand raising) for learning ; • health care facts, (Sterling et. al., 1993) • Social studies facts (Williams, 1993) • Reading sight words (Cashman, 1990)

  16. Response cards • Cards or signs that are held up by all students simultaneously to display their response to a question. (Yes/No, A/B/C/D, true/false • Students both actively respond and learn from watching other’s responses.

  17. Example from Ethics lecture • When considering time out in applied settings, the practitioner should – A-consider other reductive procedures first B- Use time out for all the behaviours that are problematic C- place at least 2 pupils in time out where possible. D – Use time out sessions as an opportunity to teach the pupil a new academic skill.

  18. Narayan et. al., (1990) students make 30 responses per 20 min. class opposed to 2 responses through hand raising.(5000 more responses across 36 week school year) • Gardner, R., III, Courson, F. H., Omness, C. K. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23, 483-490.

  19. R., III, Heward, W. L.,& Grossi, T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis • Marmolejo,. Wilder, & Bradley (2004). A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course. Journal of Applied Behavior Analysis, 37, • .

  20. Munro & Stephenson. (2009) The effects of response cards on student and teacher behavior during vocabulary instruction. Journal of Applied Behavior Analysis, 42, 795-800. • Linda L. Davis & Robert E. O'Neill (2004). Use of response cards with a group of students with learning disabilities including those for whom English is a second language. Journal of Applied Behavior Analysis, 37, 219-222. • Cavanaugh, R. A., Heward, W. L.,& Donelson, F. (1996). Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course. Journal of Applied Behavior Analysis, 29.

  21. Guided notes • Teacher prepared hand outs with standard cues and prepared space where students write key facts /concepts.

  22. Neef, McCord, & Ferreri Effects of Guided Notes Versus Completed Notes during Lectures on College Students' Quiz Performance J App.lBehav. Anal. 2006 Spring; 39(1): 123–130. • Austin, Lee & Carr. The effects of guided notes on undergraduate students' recording of lecture content. Journal of Instructional Psychology, 2004.

  23. II. FIVE GUIDING PRINCIPLES FOR PROMOTING GENERALIZED OUTCOMES 1. Eliminate the need for ___________as much as possible. A. Prioritize the ____________in which the learner will most often function. In addition to the learner’s current environment(s), consider the environments in which the learner will function in the______________, and later in life. B. Prioritize the knowledge and skills that will frequently be_____________________. Why? Because you cannot teach everything (or even every aspect of any one skill). The most important skill-setting combinations should always_____________________. 2. Probe for generalized outcomes before, during, and after instruction. A. A generalization probe is a ________and ________assessment of the learner’s use of the target skill in a non-training setting or situation. • ☛ write another example here when reviewing notes after class

  24. Timed trials • Short think-write exercises following a period of instruction • 10 minute think/write essay at the beginning or end of class (300+ words )

  25. Conclusion • Teaching strategies that increase the frequency with which each student makes academic responses during instruction have consistently ; • produced better performance on same –day, nest-day and follow-up tests on the material taught • Resulted in higher levels of on-task behaviour during class. • Been preferred by the majority of students over traditional methods but continue to be under utilised in higher education..

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