High-Performing High Schools: Indicators and Strategies

STUDENT ENGAGEMENT IN THE MATH CLASSROOM ENGAGEMENT WITH ENGAGEMENT WITH OTR OTRs s Sam LeDeaux, District U-46 MTSS Administrator Valerie Brosius, Assistant Director of Curriculum and Instruction -MTSS

OUTCOMES FOR TODAY Understand the impact of opportunities to respond (OTRs) on student engagement and outcomes Explicitly apply strategies to actively engage learners in math instruction

OTRs.WHAT ARE THEY? The number of times the teacher provides academic requests that require students to actively respond (Miller, 2009; Sprick, Knight, Reinke, & McKale, 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008) Result in positive behavioral and academic outcomes Allows teacher insight

OTRsWHY DO THEM? High rates of OTRs lead to improved academic performance Student Engagement Academic Performance Effective Instruction

OTRsWHY DO THEM? Increases student engagement with instruction Allows for high rates of positive, specific feedback related to behavior Limits time for engaging in inappropriate behavior Results in more effective use of instructional time

DID YOU KNOW??? If OTRs were used instead of hand raising for just 30 minutes per day each student would make more than 3,700 additional academic responses during the school year.

CHANGE IT UP 7 MINUTES!

NINE INDICATORS OF HIGH-PERFORMING HIGH SCHOOLS A clear and shared focus. High standards and expectations for all students Effective school leadership (create school culture conducive to student learning) High levels of collaboration and communication Curriculum, instruction and assessments aligned with state standards Frequent monitoring of learning and teaching Focused professional development A supportive learning environment High levels of family and community involvement Office of the Superintendent of Public Instruction 2007

OTRSWE CAN USE THEM FOR: A quick formative assessment to guide teaching/lesson direction Provides teacher information on student understanding/thought process Allows teacher to correct errors in knowledge/understanding Evidence of gains in Reading and Math (e.g. mastery, rate, etc.)

OTRsVERBAL vs. NON-VERBAL Verbal Non-Verbal Involves action Orally Answering a question Writing Sharing thoughts Performing an action Summarizing Moving about the room No verbalization Repeating

OTRsINDIVIDUAL vs. GROUP Individual Group Allows teacher to know what EACH student thinks; targeted Provides ALL students the opportunity to answer without risk ; engages everyone

OTRsOn-the-spots Take the pulse of the class as a whole Quickly gauges depth of student understanding Requires little or no advanced preparation Think Pair Share Quick-Writes Thumbs Up When Ready/Processing Card Thumb Up/Down Vote Let s learn about these then practice

OTRsOn-the-spots Think Pair Share 1. Students reflect on question/prompt (30 seconds to formulate response) 2. Students pair up/turn to partner 3. Ask them to discuss responses Note: To avoid repeating directions, use Pair/Shares as simple review of procedural directions

OTRsOn-the-spots Quick Writes 1. Teacher selects prompt 2. Give students specified amount of time to collect thoughts and jot down response (3-5 minutes) 3. Follow up with: Pair/Share, Networking session, White board splash Note: To ensure higher order thinking, ask questions with phrases like in what ways how might things be different if why is this important how does this relate to our lives?

OTRsLETS DO SOME On-the-Spot Strategy Attention Please Pause and Apply 1 Minute

OTRsHold-Up Cards Letter Card Hold-Up Yes / No Hold-Up True/Not True Hold-Up 1. Ask students to think about/discuss responses to set of prepared questions 2. Have students Pair/Share or confer in small groups 3. Hold up cards when prompted 4. Select students to share their groups rationale Let s learn about these then practice

QUICK CHORAL RESPONSE Which number is greater? A. 44.678 B. -44.678 C. -54.342 D. 49.998

QUICK CHORAL RESPONSE Are these ratios equivalent? 568 773 639 877

QUICK CHORAL RESPONSE Do these ratios form a proportion? 106 to 530 and 128 to 654

OTRs Movement The more we study the cerebellum, the more we realize that movement is inescapably linked to learning and memory. Higher concentration of oxygen in the blood enhanced cognitive performance Sousa, 2006 Appointment Agendas Let s learn more about these and practice . Three 3 s in a Row

OTRsMovement Three 3 s in a Row 1. Prepare 9 questions based on content in a 3 by 3 template) 2. Students walk around room asking a peer to explain only 1 answer 3. Student summarizes peer s responses 4. Repeat 5. Share out as class Note: Do not allow students to write in others template avoid the pass the paper game

OTRsLETS DO SOME Movement Strategy Attention Please Pause and Apply 1 Minute

OTRsMovement Appointment Agenda: Provides students opportunity to respond and interact with a variety if classmates in a given day. 1. Provide every student with an Appointment Agenda template. 2. Ask them to walk around the room at the start of the day and sign up classmates for different times of the day. Both partners select a time that is open and write in their name.

APPOINTMENT AGENDAS CLOCK APPOINTMENTS On the hour hour hour hour

APPOINTMENT AGENDAS Time 8:45 8:55 9:05 9:15 9:25 You have an appointment with .

ACADEMIC LEARNING TIME IS the time that students are directly engaged in meaningful activities that are related to curriculum sequence and have successful outcomes

FOR MONDAY Think about what you have heard and practiced today. How can these engagement techniques be explicitly used? ? ? What can be (easily) implemented into your own classroom/setting?

INCREASING STUDENT ENGAGEMENT Instructional Strategy to Implement Brief description: What is it? An example of this strategy Benefits of using this strategy How can I use this in my class? Choral Response Partner Response Response Cards Whole Brain Teaching The strategy I will try first is .