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Copy of Active Student Response
Transcript of Copy of Active Student Response
What is Active Student Response?
Active Student Response creates an environment in the classroom where all learners are engaged and working at their level.
Active Student Response strategy has many techniques that can be used in the classroom where all students respond at the same time.
The techniques include written responses, action responses, and oral responses.
With the use of the different techniques the students are actively involved in the learning process and highly motivated to be involved in their own learning.
Creating active student engagement allows for all students to be present in the lesson and allows them to be involved in numerous, varied, and meaningful ways.
Active Student Response Benefits
Oral Response Activities
Teacher leads students in unison reading. Teacher sets the pace.
Teacher gives prompt or question. On signal, students respond in unison.
Teacher reads selection, pausing on meaningful” words. Students read the next word(s). Continue until entire passage is read.
In teams, students number off 1-4. Teacher gives prompt or question. The team puts their heads together to discuss answer(s). Teacher calls out a number 1-4. All students with that number stand up. On signal, they show answer or share verbally the team’s responses.
Teacher prepares index cards with relevant questions. Each student has a card. Students stand in 2 circles facing each other. On signal, inside circle partner asks question and outside circle partner answers. Then outside circle partner asks question and inside circle partner answers. Partners exchange cards. Teacher gives signal to rotate and students in either inside or outside circle move number of places indicated. Repeat the process with the new partner.
Paired Verbal Fluency:
In pairs, students letter off A and B. Teacher gives prompt or question and then indicates which partner will begin (ex. Talk about everything you know about______. B’s begin.) Teacher monitors time and signals when the next person should begin talking without repeating anything that has been said previously. Each round is shorter than the previous one for 3 rounds (ex. 45 seconds, 30 seconds, 20 seconds).
Partners at the same time read a “chunk” silently. When finished, they look up at each other. Each partner says something (key idea or concept, summary statement, connection or example, question). Partners continue the process until all “chunks” have been read.
Teacher gives prompt or question. Give wait time (“Think”). On signal, pairs share
Following a Think-Pair-Share, partners join another pair and share their
Timed Partner Reading:
Teacher assigns partners, explains the task, and indicates the time for reading. Each partner has a copy of the reading. On signal, first partner begins reading. The second partner follows along and marks any errors. Teacher calls time and students exchange papers. On signal, the second partner reads while the first partner listens and marks any errors. Teacher calls time. Students chart progress.
Teacher labels corners with relevant words or phrases. Teacher gives prompt or question. Each student writes a response and turns it over. On signal, students move to corner that corresponds with their responses.
Teacher gives prompt or question. Students show their response by using preprinted cards. (Ex. True/False; Yes/No; Noun/Verb/Adverb/Adjective)
Teacher gives prompt or question. Teacher asks students to show understanding by signaling (thumbs up, down, sideways; hold up number of fingers, etc.)
Action Response Activities
Written Response Activities
Teacher supplies students with notes for a lesson or independent reading. The notes include blanks in strategic places for students to write in key facts, concepts, and/or relationships. Teacher stops at intervals to check that students have filled in the blanks in the notes.
Teacher gives prompt or question. Students jot response and show. (Ex. List 2 synonyms for_____.; How much is 5 times 8?)
Teacher gives prompt. Students write and then put pencils down. On signal, paper is passed to person on right (or behind) who then adds to it. Keep passing papers within group. (Ex. Write a conversation between 2 characters in a story.)
Teacher gives prompt or question. Students write a response. Pairs share answers. They may add to their written responses. Teacher calls on pairs to share with whole group.
Teacher explains the task and the time for responding. On signal, students begin writing answers. Teacher calls time and students put down pencils. Students chart progress.
Active Student Response has many benefits for creating student success.
Students are more engaged in their own learning, motivated to participate in the lesson, and more engaged in the class. Students have more increased retention of information which leads to better test scores. Research also shows that test scores are higher “When compared to baseline, students’ consistently earned higher quiz scores on end of week quizzes in the daily assessment condition.” (Malanga & Sweeney, p. 187). Active Student Response strategy helps all students in the classroom.
Barbetfa, P.M., Heron, T.E. & Heward, W.L. (1993) Effects Of Active Student Response During error Correction On The Acquisition, Maintenance, And Generalization Of Sight Words By students With Developmental Disabilities. Journal of Applied Behavior,26 (1) pp. 111-119.
Haydon, T., Marsicano, R. & Scott, T.M. (2013) A Comparison of Choral and Individual Responding: A Review of the Literature, Preventing School Failure: Alternative Education for Children and Youth, 57:4, 181-188, DOI: 10.1080/1045988X.2012.682184
Malanga, P.R. & Sweeney, W.J. (2007) Journal of Behavior Education 17:187–199 Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores DOI 10.1007/s10864-007-9056-8
Ann R. Pearce, Ph.D. http://www.cde.state.co.us/sites/default/files/documents/facilityschools/download/pdf/edmeetings_04apr2011_asrstrategies.pdf
Discussion Strategies to Promote Active Student Engagement http://www.pkwy.k12.mo.us/inside/curriculum/CA/secondary/file/Discussion%20Strategies%20to%20Promote%20Active%20Student%20Engagement%20R.pdf
Overall Active Student Response strategy is a great way to teach all learners that are in a classroom.
Teachers can differentiate their instruction using techniques under the Active Student Response strategy.
Students are engaged in their learning using this strategy.
Students will continue to grow and become the best students they can be in the classroom when using techniques from the Active Student Response strategy.
Benefits for students with Disabilities
Active Student Response is a great strategy for students with disabilities.
Active Student Response creates an inclusive environment for any student.
Students with disabilities that engage in techniques from Active Student Response will be able to work cooperatively with their classmates.
This will be a benefit to all students; they can model their behavior and create a classroom where all students are learning from each other.
Students who have ADD or ADHD have a better chance at being engaged in the lesson and staying on task.
The techniques used in Active Student Response can easily be differentiated to fit all students’ needs.