FCS A B Int

Canyons School District

Instructional Supports Department

OPPORTUNITIES TO RESPOND Effect Size 0.76 Implementation Tools

Critical Actions for Educators ------------------------------ ● Actively engage ALL students in learning; students are active if they are saying, writing, or doing. ● Pace instruction to allow for frequent student responses. ● Call on a wide variety of students throughout each period.

Maximizing the opportunities to respond (OTRs) in a classroom increases student engagement. This allows for positive interactions between teachers and students, creates opportunities for teachers to provide authentic feedback on learning, and decreases inappropriate student behavior. Students are engaged through opportunities to respond when they are saying, writing, or doing (Feldman). When tied to specifc learning objectives, increased opportunities to respond give teachers more opportunities to give students specifc positive and corrective feedback on their learning and understanding. Increasing OTR rates also allows for greater feedback from the student to the teacher. This increased feedback leads to greater instructional agility by providing the teacher with specifc knowledge as to which skill set, or content defcit, a student or class might have, thus allowing the teacher to determine if the class needs further instruction and feedback, or if only a small group of students needs more targeted instruction. As teachers move through the instructional sequence of acquisition, automaticity, and application, appropriate target rates of OTRs change. For instance, when students are acquiring new knowledge, OTR rates should be high, and primarily DOK level 1. As teachers move into the automaticity and application stages of instruction, OTR rates may decrease while the DOK level of the OTRs increase.

Structured Verbal

Structured Non-Verbal

Structured Writing

Structured Reading

● Cold Calling

● Hand Signals ● Point at Something ● 4 Corners ● Response Cards ● White Boards ● Student Response System

● Note-Taking: Cloze, Cornell ● Graphic Organizer ● Sentence Starter/Quick Write

● Partner Reading w/ Comprehension Strategy ● Choral Reading ● Cloze Reading Guide ● Model Reading Strategies ● Task for each

(Teacher Chosen)

● Cold Calling (Random)

● Choral Response ● Think Pair Share ● Precision Partner ● Small Group Discussion

● White Boards ● Summarizing ● Technology

Reading Segment