Positive Behaviour for Learning: Universal Supports Classroom Systems for Learning

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1 Positive Behaviour for Learning: Universal Supports Classroom Systems for Learning Relationships Creating a positive classroom climate requires attention to the interactions between teachers and students. The use of preferred adult behaviours includes proximity active listening eye contact pleasant tone of voice smile and use students name Classroom Environment Organising the physical space will include attention to: layout of learning space to allow movement, access to resources and defined areas for working lighting, ventilation and temperature control seating arrangements and plans storage of student, teacher and class resources displays of student work posting expectations and routines schedules and timetables PBL Problem Solving Process and Continuum SYSTEMS OUTCOMES PRACTICES DATA Active Supervision 3 components: moving, scanning, interacting Allows for the provision of immediate learning assistance Increases student engagement Reduces inappropriate and increases appropriate behaviour Provides knowledge of students use of expectations Allows for encouragement of those using expectations or appropriate behaviour Allows for timely correction of learning errors (academic/socialemotional) Classroom Expectations To be effective, classroom behaviours/rules need to be linked to the 3-5 school-wide expectations, student negotiated, clearly posted, explicitly taught, and specifically reinforced. They should be Observable Measurable Positively stated Understandable Always applicable Classroom Procedures and Routines Clarification of individual classroom routines/activities. E.g. entering room, large group instruction, small group activities and independent seatwork time Explicitly teach using: TELL SHOW PRACTISE Prompt or pre-correct regularly for success Continuously supported through monitoring and providing specific feedback Encouraging Expected Behaviour Effective encouragement at a rate of 4:1 will increase: on task behaviour correct responses, work productivity and accuracy attention and compliance cooperative play foster intrinsic motivation Four components of effective recognition and encouragement of students 1. Adult non-contingent and contingent attention 2. Effective specific positive feedback 3. Use of a tangible reinforcement system 4. A menu or continuum of reinforcers. Responding to Problem Behaviour Staff manage MINOR behaviour errors by addressing and correcting just as they would an academic error. General considerations Consistency Active supervision Pre-corrects Calm, immediate response Specific, yet brief Quiet, respectful interaction with student Refocus class if needed Remember the importance of prevention Opportunities to Respond Definition: Is an instructional question, statement or gesture made by the teacher seeking an academic response from students. Verbal Responses orally answering a question, sharing their ideas, reviewing or summarising prior learning, repeating a new concept. Individual questioning Choral responding Non-verbal Responses - white boards, response cards, student response systems (technology devices, nonverbal e.g. thumbs up), guided notes Other practices computer assisted instruction, class-wide peer tutoring, direction instruction Activity Sequence and Choice Empowering students increases student engagement and personal motivation. For students who can do assigned academic work but choose not to do it consider Activity sequencing a. task interspersal b. behaviour momentum Choice a. order of completion b. materials used to complete task c. whom they work with d. where they will work e. what they can do once task is complete Choice can be used class wide, to groups or with individual students. Task Difficulty Many behaviour problems are the result of a mismatch between the task and a student s skills or strengths. Adjustments can be made in 3 ways Assignments length or time frame allotted The mode of task completion The extent of instruction or practise provided

2 M Opportunities to Respond - Guided Notes Shortly after science class started, the teacher announced, We have a small block of ice and the same sized block of butter. Tell your neighbour which one would melt first. A few seconds later the teacher said, Please write down in one sentence an explanation for your answer. A few minutes later, the teacher told students to share with their neighbour what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked the class to raise their hand if they agreed with the answer. Then the teacher asked students to give a thumb down if anyone disagreed, and so on. (Colvin, 2009, p. 48) ost teachers schedule or allocate sufficient time for learning, but often fail to actually ensure that their students are actively responding during that instructional time. Perhaps one of the most pivotal of assurances for learning is engaged time that part of instruction where students are actively involved in learning. The above classroom scene demonstrates the practice of providing numerous opportunities to respond and engage students. Use of opportunities to respond (OTR) includes strategies for, asking, and correcting students answers to increase the likelihood of an and desired response. It is an instructional question, statement, or gesture made by the teacher seeking an academic response from students. It addresses the number of times the teacher provides academic requests that require students to actively respond (Miller, 2009; Sprick et al., 2006). Simonsen, Myers, & DeLuca (2010) simply define OTR as a teacher behaviour that. The Value of Providing Numerous Opportunities to Respond The more time students spend involved in learning activities, the more. Additionally, increased rates of responding and the subsequent improved learning tend to increase the amount of material that can be. When teachers increase their rates of opportunities to respond, student on-task behaviour and correct responses increase while disruptive behaviour decreases (Barbetta, Heron, & Howard, 1993; Carnine, 1976; Heward, 1994; Sutherland, Alder, & Gunter, 2003; Sutherland & Wehby, 2001; West & Sloane, 1986). Teacher use of opportunities to respond has also shown to improve reading performance (e.g., increased percentage of responses and fluency) (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997) and maths performance (e.g., rate of calculation, problems completed, correct responses) (Carnine, 1976; Skinner, Smith, & McLean, 1994). In addition, obtaining frequent responses from students provides continual feedback for the teacher on student learning and the effectiveness of their instructional activities. Guidelines for Response Rates What is a high rate of opportunities to respond? A common suggestion is that teacher talk should be no more than % of the instructional time, with the remaining time and activities fully HANDOUT 1, MODULE 6 NSWIT 2.2.4, 3.2.7; NPST MO SW-PBS Effective Classroom Practice Adapted by Positive Behaviour for Learning NSW 1

3 engaging students. The Council for Exceptional Children (1987) has provided guidelines for optimal response rates for students. When learning new material, teachers should strive to obtain a minimum of to responses per minute with % accuracy. If activities involve the review of previously learned material, teachers should strive for to responses per minute with % accuracy. Opportunity To Respond Strategies When students are actively involved in an activity (e.g., writing, solving a problem, reading out loud, etc.), in contrast to listening (passively involved) greater learning gains are made. Varied and creative strategies to provide students with frequent opportunities to respond exist (MacSuga & Simonsen, 2011). Typically they are either strategies, where students are responding orally to teacher prompts or questions, or strategies, where students use a signal, card, writing or movement to respond (Scott, Anderson, & Alter, 2012). Some examples of both effective verbal and non-verbal response strategies follow. Verbal Responses. These are familiar teacher strategies that focus on students orally answering a question, sharing their ideas, reviewing or summarising prior learning, or simply repeating a new concept after the teacher. Two common strategies are individual questioning and choral responding. Individual Questioning. Perhaps the simplest strategy is to use a response pattern to make sure that all students are called on. Many teachers default to calling on eager volunteers, which results in interacting with a few inclined students while others may disengage. Calling on students heightens student attention: Teachers can use the seating chart and call on students randomly, tallying on that chart to monitor the rate of questions presented to each student. Student names can be on strips of paper or paddlepop sticks in a tin or jar. As questions are posed, a student name is drawn. Another verbal questioning strategy to hold attention, increase opportunities to be involved with and reinforce the learning is, using one of the above random call strategies, to ask the student to repeat or summarise what the student who just answered said. It is important to remember to ask the question first, and then pause before calling on the student to respond. This requires thinking and being prepared to respond by all. Choral Responding. Choral responding is a verbal response strategy used frequently in early schools that has resurged in use since the 1970 s. Choral responding occurs when all students in a class respond to a teacher question. Used to review previously taught concepts, to teach new skills, as a morning drill, or as a lesson summary, choral responding is suitable for many teacher-led activities. An example of choral responding offered by Wood and Heward (2004) follows: Ms Finch s first graders have just finished reading a story about a young boy named Howard. Ms Finch puts her storybook on her lap, holds up her hand and says, Class, get ready to tell me the main character in today s story. She says, Think big, drops her hand as a signal, and the students chime in Howard! Howard is right, exclaims Ms Finch. Way to go! She asks ten more quick questions some about the setting and main idea. Last one. Here we go. The problem Howard faced was finding HANDOUT 1, MODULE 6 NSWIT 2.2.4, 3.2.7; APST MO SW-PBS Effective Classroom Practice Adapted by Western Sydney Region - Positive Behaviour for Learning 2

4 his lost dog. Is that true or false? Think about it. She signals and the students eagerly respond, False! The students laugh and so does Ms Finch. I couldn t trick you, could I? she asks. Tell me why that s false. She calls on James who is frantically waving his hand to answer. To use choral responding you: 1) develop questions with only one right answer that can be answered with short, responses, 2) provide a thinking pause or of at least three seconds between asking the question and prompting students to respond, 3) use a clear signal or predictable phrase to students when to respond in unison, 4) use a brisk, lively pace, and 5) provide on the group response. Questions for choral responding should be prepared in advance. Choral responding is best used with individual questions interspersed. This mixed responding strategy has an element of surprise and cues students to heighten their attention. It also allows you to assess individual learning. Additionally, successful use of choral responding hinges on thorough pre-correction regarding listening, the response signal, appropriate voice tone, etc. While not as easy to implement as individual questioning strategies, encouraging results from the use of choral responding have been demonstrated at all levels primary through to senior high school, for students with and without disabilities (Cavanaugh et al., 1996; Godfrey, Grisham-Brown, Hemmeter, & Schuster, 2003; Hewerd et al., 1996). Wait Time or Think Time. Both of the above verbal response strategies gain some of their effectiveness from wait time. Wait time is. When wait time is used, Rowe (1987) tells us that students are more engaged in thinking, typically participate more often, demonstrate an increase in the quality of their responses, and have more positive student-tostudent interactions. Using wait time usually results in fewer re-directs of students and fewer discipline problems (Rowe, 1987). Wait time is simply pausing after asking a question and counting for. This can be done by inaudible counting, looking at a stopwatch, or following the second hand on the clock. The challenge of getting teachers to slow down and pause after asking questions can be addressed through peer coaching where questions are noted and pause time measured and reported. It has also been helpful to video tape teachers and allow them to reflect on their use of think time or wait time as well as the types of questions they are asking and who is being called on. HANDOUT 1, MODULE 6 NSWIT 2.2.4, 3.2.7; NPST MO SW-PBS Effective Classroom Practice Adapted by Positive Behaviour for Learning NSW 3

5 Non-Verbal Responses. A non-verbal response system has all of the benefits of in that every student is actively answering or responding to each question or problem posed by the teacher. Most common non-verbal lowtech response systems involve and written responses by students or prepared cards. More recently, schools are using technology to increase student response rates with or student response systems. White boards. Students have personal white boards to write answers to teacher s question with an erasable pen (Heward, 2006). Students can write letters, words, numbers, draw symbols or solve problems and then, when cued, to display their answers. Students use an eraser,, or cloth to erase their answer and await the next question. Response Cards. Another non-verbal format is response cards. These are preprinted cards, often on cardstock and laminated, that have choice words on each side such as /, /, /. They might also include a set of a few options such as noun, pronoun, verb, and adverb. If using multiple responses, be sure that they are few enough to avoid confusion and can be identified quickly for response. Just as with choral responding, students must be taught the expected behaviours when using white boards or response cards. Teachers should: Prepare questions to carefully match your response options; if students are writing on white boards, minimal writing is best. Provide for use of cards or white board including when to select their card or write their response, when to share, and when to clean boards or reposition cards for next question. (e.g., Write your answer now. Or Look and select your answer. Then, Show your answer now. Cards down, eyes up here, ready for the next question. ) Assess student responses and provide, feedback. ( That s right! The answer is 86! ) Provide the answer and a brief explanation if a significant number of students did not respond accurately, and then re-present the question. If using white boards, careful planning, organisation, and teaching for use of equipment is essential (baggies with boards, dry-erase marker and cloth, eraser, or sponge, etc.) The time and initial costs to prepare white boards or response cards is far outweighed by the benefits of high response rates. Card sets can be used again and again across the school year as different topics are being addressed. Student Response Systems. Technology is a big part of the net generations lives, and many schools are finding the value of using this relatively new approach to engage and motivate learners. Commonly called, the process is a three-step process: 1) during class discussion, the teacher displays or a questions, 2) all students using their wireless hand-held keypad or other webbased device, and 3) responses are received and displayed on the teacher s as well as on an overhead projector screen. Each device is also numbered so that responses can be downloaded for recordkeeping or HANDOUT 1, MODULE 6 NSWIT 2.2.4, 3.2.7; APST MO SW-PBS Effective Classroom Practice Adapted by Western Sydney Region - Positive Behaviour for Learning 4

6 further analysis after the session has ended. Student engagement and motivation or student satisfaction seems to be enhanced as the devices allow for all to respond anonymously, using a familiar game approach (Reiser, R. A., & Dempsey, J., 2007). An additional benefit of clickers is the ability for teachers to see immediately how students answer, and adjust their teaching to either forge ahead with new content or continue teaching and review. Teachers may find the ability to automate data collection the most obvious benefit over other nonverbal response approaches. In addition to these non-verbal response strategies, other signalling or movement activities might be used (e.g., thumbs up, thumbs down; stand up, sit down; move to four corners; or other creative signals). Guided Notes. Another non-verbal strategy for increasing student engagement is guided notes. Guided notes are teacher prepared handouts that lead students through a presentation with visual cues or prepared blank spaces to fill in key facts or concepts. Guided notes not only help to increase student attention and engagement, but also provide them with a standard set of notes and helps with outlining skills. An unintentional benefit of guided notes is that teachers must carefully plan and monitor lessons in order to follow the guided notes; they are more likely to stay on target with the lesson. When developing guided notes: 1) examine your current lesson outlines, 2) identify key, or relationships that could be left blank and filled in by students, 3) consider inserting concept maps or a chart, diagram or graph to help with understanding, and 4) provide the students with formatting clues such as blank lines, numbers, bullets, etc. While wanting students to remain engaged, be careful not to require too much writing. The content of the guided notes can be adjusted to match the specific needs of students (e.g., motor deficits more information and less writing; developmental delays simplified terms, etc.) Other Practices that Increase OTR Other commercial programs have evidence of their impact on learning through numerous opportunities to respond. Computer assisted instruction provides frequent responses and immediate feedback on results to enhance motivation and learning. Classwide Peer Tutoring provides a systematic approach to reciprocal peer tutoring that promotes high levels of ontask behaviour by simultaneously engaging all students. Direct Instruction is a teaching model that is the foundation of several commercially available spelling, reading and maths programs that emphasises carefully controlled instruction and an emphasis on high response rates and pace in a scripted interactive format. More information is available at or HANDOUT 1, MODULE 6 NSWIT 2.2.4, 3.2.7; NPST MO SW-PBS Effective Classroom Practice Adapted by Positive Behaviour for Learning NSW 5

7 Effective Classroom Practices Opportunities to Respond Practice Multiple instructional questions, statements or gestures are implemented. Opportunities to respond (OTR) can be provided individually, to groups of students or to a whole class. Research Simonsen, Meyers & DeLuca (2010) define OTR as a teacher behaviour that prompts or solicits a student response (verbal, written, gesture). When teachers increase their rates of opportunities to respond, student on-task behaviour and correct responses increase while disruptive behaviour decreases (Carnine,1976). Frequent responses from students provides continual feedback for the teacher on student learning and the effectiveness of teaching strategies (Heward, 1994; Carnine, 1976; Skinner, Smith & McLean, 1994; Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997). Implementation Guidelines for response rates Teacher talk should be no more than 40-50% of instructional time. Learning new material - strive for a minimum of four to six responses per minute with 80% accuracy. Review of previously learned material - strive for eight to twelve responses per minute with 90% accuracy. Provide a thinking pause or wait time, between asking a question and prompting students to respond. Positive Behaviour for Learning 1

8 Strategies for increasing student opportunity for response are detailed in the table below Verbal strategies - individual questioning. These strategies focus on students answering a question or sharing ideas. Verbal strategies - choral responding. These strategies focus on students responding in unison to a teacher question. Non-verbal strategies. These strategies allow all students to actively answer or respond. Other practices that increase OTR. 1. Use a seating chart and call on students randomly, tally on that chart to monitor rate of questions presented to each. 2. Student names can be on strips of paper. As questions are posed a student name is drawn. 3. Use above random strategy and call on another student to repeat or summarise what the previous student has just said. 1. Develop questions with only one right answer that can be answered with short, 1-3 word answers. 2. Provide wait time of at least three seconds between asking the question and prompting response. 3. Use a clear signal or predictable phrase to cue students to respond in unison. 4. Use a brisk, lively pace. 5. Provide immediate feedback on the group response. 1. Personal white boards. 2. Pre-printed written response cards. 3. Electronic student response systems. 4. Signalling or movement activities, e.g. thumbs up/down. 5. Guided notes (Teacher prepared handouts). 1. Computerassisted instruction. 2. Class-wide peer tutoring. 3. Direct instruction. 4. Peer coaching. References Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Garner, III, D. M. Sainato, J. O., Cooper, T. E., Heron W. L., Heward, J., Eshleman, & T.A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole. Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, Simonsen, B., Myers, D., & DeLuca, C. (2010). Providing teachers with training and performance feedback to increase use of three classroom management skills: Prompts, opportunities to respond, and reinforcement. Teacher Education in Special Education, 33, For further support or information: pbl@det.nsw.edu.au Positive Behaviour for Learning 2

9 School-wide Classroom Support Opportunities to Respond (OTR) Teacher Name: This guide is designed to help you plan to implement strategies to increase Opportunities to Respond. STEP 1: Identify an instructional time when you would like to increase student responding STEP 2: Choose your preferred strategy(ies) Verbal Individual Non-Verbal- Individual Verbal Partner Other Choral responding Whip around Individual questioning Response cards White boards Signal/movement STEP 3: Define the response routine you will use & teach to tudents Partner responding Partner first Turn and talk RESPONSE ROUTINE WITH TEACHER -everything except Partner First and Partner Responding 1) Ask a Question w/ signal for think time (e.g. hands above head) 2) Wait time for 3-5 seconds 3) Give response cue Choral ( e.g. lower hands & say Everyone ) Individ. (Rnd Selection) lower hands & call student name Lower hands & say, Show me your card/board/thumbs 4) Give feedback on responses maintain high expectations for majority or all students responding -- repeat if low response PARTNER RESPONSE ROUTINE (Partner First & Partner Responding) 1) Assign partners, sit partners next to each other & assign numbers (1 or 2) 2) Ask a Question 3) Give wait time to think & write responses 4) Cue sharing with look/lean/whisper expectations 5) Students record best response 6) Circulate & provide feedback 7) Call on students to share ideas (theirs & partners) 8) Give feedback on responses Personalize your Response Routine based on guidelines above (choose 1 strategy, or more if you prefer) INDIVIDUAL RESPONDING TO TEACHER (Verbal or Nonverbal) PARTNER RESPONDING Office of Special Education Program

10 Opportunities to Respond (OTR) continued STEP 4: Plan for Questions & Content that could fit your selected response type. Identify potential existing questions & content that you can expand beyond calling on individual volunteers. Identify specific questions/responses good for Group Identify specific questions/responses good for Partner Responding: Responding: Open-ended discussion questions Verbal Responding = questions with brief 1-3 word Can pair with sentence starters to structure responses answers Example sentence starters Non-Verbal = Yes/no, true/false, multiple choice answers o I agree with because. o I disagree with because. What type of content is most appropriate? Review material or material just taught, reciting material just instructed Write down example questions you could use for your content area: STEP 5: Prepare materials required for your selected strategy (as appropriate) Random Selection tool (popsicle sticks, slips of paper, i-phone application Teacher s Pick, Pick Me) Pre-made Response Cards (yes/no, true/false, a/b/c/d, etc.) White Boards/markers/erasers STEP 6: Develop a plan for prompting, supporting and maintaining your use of OTRs. It is important that these will be meaningful supports for you personally: Personal: Peer: Office of Special Education Program

11 School-wide Classroom Support Opportunities to Respond (OTR) This guide is designed to help you plan to implement strategies to increase Opportunities to Respond. STEP 1: Identify an instructional time when you would like to increase student responding: Year 8 Science STEP 2: Choose your preferred strategy(ies) Verbal Individual Non-Verbal- Individual Verbal Partner Other Choral responding Whip around Individual questioning Response cards White boards Signal/movement Partner responding Partner first Turn and talk STEP 3: Define the Response Routine you will use & Teach to Students RESPONSE ROUTINE WITH TEACHER -everything except Partner First and Partner Responding 1) Ask a Question w/ signal for think time (e.g. hands above head) 2) Wait time for 3-5 seconds 3) Give response cue Choral ( e.g. lower hands & say Everyone ) Individual. (Rnd Selection) lower hands & call student name Lower hands & say, Show me your card/board/thumbs 4) Give feedback on responses maintain high expectations for majority or all students responding -- repeat if low response PARTNER RESPONSE ROUTINE (Partner First & Partner Responding) 1) Assign partners, sit partners next to each other & assign numbers (1 or 2) 2) Ask a Question 3) Give wait time to think & write responses 4) Cue sharing with look/lean/whisper expectations 5) Students record best response 6) Circulate & provide feedback 7) Call on students to share ideas (theirs & partners) 8) Give feedback on responses Personalise your response routine based on guidelines above (choose 1 strategy, or more if you prefer) INDIVIDUAL RESPONDING TO TEACHER (Verbal or Nonverbal) PARTNER RESPONDING Office of Special Education Program

12 I will use the routine as described above Choral Response Question, hands raised, wait time, drop hands White Board Question, write your answer on the board, wait time, show me your board Signal Question, think time, then show me thumbs, OK thumbs I will use the routine as described above Opportunities to Respond (OTR) continued STEP 4: Plan for questions & content that could fit your selected response type. Identify potential existing questions & content that you can expand beyond calling on individual volunteers. Identify specific questions/responses good for Group Identify specific questions/responses good for partner responding: Responding: Open-ended discussion questions Verbal Responding = questions with brief 1-3 word Can pair with sentence starters to structure responses answers Example sentence starters Non-Verbal = Yes/no, true/false, multiple choice answers o I agree with because. Signal = Yes/maybe/no; positive/neutral/negative o I disagree with because. What type of content is most appropriate? Review material or material just taught, reciting material just instructed Write down example questions you could use for your content area: CR - Which planet is closest to the sun? CR - What do we call the envelope of gases surrounding the Describe how elements on the periodic table are organised, write down your thoughts and then discuss with your partner. earth? WB - Using your periodic table, write down the element with an atomic weight of 14.01? With your partner. agree or disagree looking at the periodic table, K and Cl are good candidates to form a chemical compound, explain why. Signal Positive, neutral, or negative what is the charge of an electron? STEP 5: Prepare materials required for your selected strategy (as appropriate) Random Selection tool (popsicle sticks, slips of paper, i-phone application Teacher s Pick, Pick Me) Pre-made Response Cards (yes/no, true/false, a/b/c/d, etc.) White Boards/Markers/Erasers Make white boards using sheet protectors with paper in middle, get markers and rag to wipe boards with for each student Office of Special Education Program

13 STEP 6: Develop a plan for prompting, supporting and maintaining your use of OTRs. It is important that these will be meaningful supports for you personally: Personal: I will start routine of using a quick review activity each day that uses 1 of my identified strategies for increasing OTRs I will keep visual prompts in my teaching materials to remind me to integrate response opportunities by having student repeat back main concepts I presented earlier in the lesson and immediate choral responses for particularly important points or concepts. Peer: Daily check-ins with my buddy science teacher regarding ideas and suggestions for incorporating choral responding, white board and signal into my lesson each day based on daily comparisons re: using the most strategies in class to increase OTR, at the end of the week, the person who has won the most number of days will get a free dinner from the other. Office of Special Education Program

14 Office of Special Education Program

15 Opportunities to respond self-assessment Use the self-assessment tool below to evaluate your use of opportunities to respond in your classroom. I use a variety of strategies to increase student opportunities to respond (examples: turn and talk, guided notes, response cards). I use strategies to track students being called on. I regularly use wait time to increase student opportunity for metacognition. I regularly plan instructional questions and response methods prior to the lesson. Always Sometimes Rarely Personal Reflection and Commitment List the subjects or content areas that you teach in the left column below. Identify the verbal and non-verbal opportunity to respond strategies that could be used to improve your student learning outcomes in those subjects or content in the right column. Put a star next to the one you will make a commitment to develop first. Subject/Content Area Strategies to Increase OTR kim.osborne@det.nsw.edu.au carla.deangelis@det.nsw.edu.au

16 Opportunities to respond self-assessment Following the workshop and implementing the strategies listed above, use the self-assessment tool below to evaluate your use of opportunities to respond strategies and to direct your future planning and use these strategies. I use a variety of strategies to increase student opportunities to respond (examples: turn and talk, guided notes, response cards). I use strategies to track students being called on. Always Sometimes Rarely Action planning I regularly use wait time to increase student opportunity for metacognition. I regularly plan instructional questions and response methods prior to the lesson. kim.osborne@det.nsw.edu.au carla.deangelis@det.nsw.edu.au