Instructional Playbook

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Classroom Adjustment: Student Engagement

Protocol Context : Identify context in which challenging behavior occurs. OTR Category : Determine whether group or individual OTRs will be used to to increase student responding. For behavior motivated by teacher attention, individual OTRs may be most helpful. For behavior motivated by peer attention, student-to-student OTRs may be more effective. For behavior motivated by both adult and peer attention, group OTRs may be best. OTR Strategies : Determine which specific OTR strategies will be used. Feedback : Decide on the type of feedback to be given after each OTR. Goal : Identify a goal for the frequency of OTRs (minimum of 3 per minute). Target Students Considerations Works well with all students, but may be especially helpful for: Maximizing the opportunities that students have to respond (OTRs) during instruction increases student engagement by encouraging active participation, moving beyond passive listening to active involvement in the learning process. Research has shown that when students have frequent opportunities to respond, they are more likely be on-task and less likely to exhibit disruptive behaviors. In addition to OTRs during learning tasks, transitions before or after instruction are also opportune times for teachers to genuinely engage students. When students are engaged in learning, they are more likely to be attentive and less likely to have idle time and be disconnected to their learning.

Level of Teacher Effort

Low High Medium

Increasing the proportion of active to passive learning opportunities increases the likelihood of student engagement. A combination of individual and group responding is most effective when occurring at a ratio of 30% individual to 70% group responding. Incorporate variety and unpredictability of OTRs used. Ensure that all students are given opportunities to respond.

students who are motivated by teacher and/or peer attention students who may need additional support to stay engaged students who may be reticent to respond students who may have difficulty with silent work times