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Active Student Responding

Presented by: Allison Antie, Ashley Whitworth, Jessica Elliott, Jessica Waggoner, Melissa Lesage

Implementations of ASR for Grade School

What is Active Student Responding?

Implementations of ASR for College Classes

  • Answering questions by raising hand
  • Smart board activities
  • Dry erase boards
  • Concept questions
  • Hands on activities
  • Concept questions
  • Class discussions
  • Clicker questions
  • Group activities
  • In-class assignments
  • Active Student Responding requires students to answer questions or respond in other ways to indicate their understanding of the materials being taught
  • observable
  • countable
  • "An overt response made to instructional antecedent" (Heward, 1994).

  • Considerations:
  • Student comfort level
  • Anonymous responding

Research Conducted on ASR with Grade School

Research Conducted on ASR with College Students

Summary of Active Student Response

Research, cont...

Research on Preschoolers, cont...

  • A Preschool intervention gave an overview of different reading interventions that took place during a literacy block. During this time, ASR was promoted by encouraging students to read aloud, take part in discussions, and complete other activities. The students were therefore allowed more opportunities to engage (Lipson & Wixson, 2012).

Results for college students:

  • Student performance was compared in different semesters (before and after active student responding was applied). The mean grade average was reviewed in the classes to determine whether active student responding activities increased the student's academic performance (Klein & Kientz, 2013).

Results for Preschool studies:

  • Keep students active when presenting lessons instead of passive (Elicker & McConnell, 2011).
  • Active student responding may effectively support needs of the students and identify the achievement of student learning outcomes (Klein & Keintz, 2013).

  • Effective interventions that promote student response provide ample opportunities to practice and receive corrective feedback during instruction, and are associated with improved student outcomes (Lipson & Wixson, 2012).
  • The types of responses Preschool children gave in response to literal vs. inferential questions were observed (Zucker et al, 2010).
  • Create useful concept questions that will help the students and the teacher understand whether or not the information is being comprehended (Zucker et al, 2010).
  • Class instruction alternated between traditional lecture, where student questions and engaging comments were reinforced by praise statements, and interteaching every other class (Mason, 2012).
  • Interchanging had larger number of ASR. The less number of slides in a PowerPoint lecture equaled higher number of student responses. Interchanging also decreased the workload on the instructor because they address only the needs of the students because of the immediate feedback given by the students responses. Increased ASR could be a result of praise and reinforcement (Mason, 2012).
  • Effective at increasing student scores on test (Elicker & McConnell, 2011).
  • 12 sections of a class were studied: 4 sections used flashcards for response, 4 sections used hand raising, and 4 sections used clickers. This was in order to see if the way a student actively responded made a difference in learning (Elicker & McConnell, 2011).
  • Active student responding is important for young children because of vocabulary development, building language processing skills, and developing social skills (Zucker et al, 2010).
  • ASR promotes greater achievement of learning outcomes and increases the attention from students (Mason, 2012).
  • Students who used hand raising and clickers had higher satisfaction than using flashcards for responses. The concept questions asked seemed more important than the response method. Making the students active instead of passive increases student test scores (Elicker & McConnell, 2011).

References

Elicker, J. D., & McConnell, N. L. (2011). Interactive Learning in the Classroom: Is Student Response Method Related to Performance?. Teaching Of Psychology, 38(3), 147-150. doi:10.1177/0098628311411789

Heward, William L. (2013). Exceptional Children: An Introduction to Special Education. New Jersey: Pearson Education, Inc.

Klein, K., & Kientz, M. (2013). A Model for Successful Use of Student Response Systems. Nursing Education Perspectives, 34(5), 334-338.

Lipson, M. Y., & Wixson, K. K. (2012). To What Interventions Are Students Responding?. Reading Teacher, 66(2), 111-115. doi:10.1002/TRTR.01110

Mason, L. L. (2012). Interteaching to Increase Active Student Responding and Differentiate Instruction. Behavioral Technology Today, 7, 1-15.

Zucker, T., Justice, L., Piasta, S., Kaderavek, J., (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared readings. Early Childhood Research Quarterly, 25 (1), 65-83.

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