SALTA 3rd grade

OPPORTUNITIES TO RESPOND Effect Size 0.60 Implementation Tools & Resources

Maximizing the opportunities to respond (OTRs) in a classroom or digitally 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 specific learning intentions and success criteria, increased opportunities to respond give teachers more opportunities to give students specific 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 specific knowledge as to which skill set, or content deficit, 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.

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. *Be thoughtful about planning digital OTRs, consider TPACK and SAMR models.

Structured Verbal

Structured Non-Verbal

Structured Writing

Structured Reading

• Cold Calling (Teacher Chosen) • Cold Calling (Random)

• Hand Signals • Point at Something • 4 Corners • Response Cards • White Boards • Collaboration Boards

• Note-Taking: Cloze, Cornell • Graphic Organizer • Sentence Starter/Quick Write • White Boards • Summarizing • Online Discussions • Backchannels

• Partner Reading w/ Comprehension Strategy • Choral Reading • Cloze Reading Guide • Model Reading Strategies • Task for each Reading Segment • Screencasts

• Choral Response • Think Pair Share • Precision Partner

• Small Group Discussion • Structured Classroom Discussions