Instructional Playbook

Opportunities to Respond: Data Collection, Observation & Reflection Tool (OTR-DORT)

Opportunities to Respond Defined Examples and Non-Examples

Code/ Descriptor

Definition and Examples

Structured Verabal Response

The teacher strategically calls on individual students by name and asks them to provide a response to a question or other prompt. (Not selecting student volunteers.) Examples: “Steve, tell me how to begin solving number 6.” Non-examples: Calling on students who volunteer (e.g. “Who can tell me the formula for the area of a square?” Sam and two others raise their hand. “Sam?”) The teacher uses a system for selecting students to respond that randomizes which students are selected. Examples: Popsicle sticks 3 x 5 cards An app like Pick Me!, Teacher’s Pick, Stick Pick, etc. Numbers on chips drawn from a bag, etc. Non-examples: Calling on students who volunteer (e.g. “Who can tell me the formula for the area of a square?” Sam and two others raise their hand. “Sam?”) Students are expected to respond all together at the same time. This is usually preceded by a gesture or vocal inflexion that prompts the class to respond all together. Examples: “What is this process called class?” “Photosynthesis!!!” “Great job!” Students are expected to turn to their partner and share a response with them. This can be a discussion lasting a couple of minutes or just a brief, one-word response taking only 5 or 6 seconds. Often works best if timed and followed by a cold call so students are held accountable for what they shared. This also makes cold calling much less stressful for students because they have already practiced responding to their partner. Examples: “Okay, turn to your partner and tell them your thesis statement.” This is a lot like “Think Pair Share” only the teacher gives each student a distinct role for the sharing. Examples: “Alright, each partner on the left, raise your hand. Good. You will be Partner A. Those of you on the right raise your hand. Great. You will be Partner B. I want Partner A to read the passage out loud and Partner B to write down three points from the passage that support the author’s argument. You have 2 minutes. Ready? Begin!” The teacher directs students into small groups and gives them a well-defined task and a specific amount of time to accomplish it. This works best when students know they will be held accountable for their work by showing it in a short presentation, on a marker board, or producing some other product. Giving each member of the group a defined role is also extremely effective. Examples: “Person number 1 – you are in charge of the entire group. Make sure your team stays on task and plays nicely. Person number 2 – you will be the scribe. Write down your team’s thoughts on the marker board. Person number 3 – you will be the presenter so make sure you understand everything that ends up on your team’s marker board. You have 5 minutes. Begin!”

Cold Calling (Teacher Chosen)

Cold Calling (random)

Choral Response

Think Pair Share

Precision Partner

Small Group Discussion