Multiple Response Strategies - Supervisors and Teachers Unite

Report
Multiple Response
Strategies
Student Engagement
Quality
Instruction
 OBJECTICE:
Teachers will
be able to use Multiple
Response Strategies in order
to improve and enhance the
quality of instruction.
 DOL:
Given 5 questions
involving Multiple Response
Strategies, the teachers will
apply what they learned to
solve with 100% accuracy.
ARE YOU READY?
PREPARE
TO
PARTICIPATE!
Stop and Jot.
Write
I think
Multiple
Response
Strategies
“are”…
In this response we are not looking for types
of strategies, just tell what you think it is.
Q :What are Multiple Response Strategies?
A : Multiple Response Strategies
are questioning techniques that
actively engage and involve all of
the learners in the classroom.
There are many different types of
strategies. Today we will focus on
the 8 most common strategies.
Types of MRS…
Q : Can you
name any
type of MRS?
If so, please
list as many
as you can
think of.
A:
1. Response Cards
2. Whip –around
3. Modified Whip
4.Think-Pair-Share
5. Table Talk
6. Quick Response
7. Choral Response
8. White Boards
WHEN ???
Teachers are
encouraged to use
Multiple
Response
Strategies before,
during and/or
after
instructional
time.
WHY???
Building
administrators will
be looking for the use
of MRS during
walkthroughs, spotobservations and
formal evaluations.
The School
Leadership Team will
ensure that the use of
MRS becomes
common practice.
Brainstorm!
Why else
should we
use Multiple
Response
Strategies?
Q: Why should we use Multiple Response
Strategies?
Some reasons why we should use MRS are
because they:
1.
2.
3.
4.
5.
6.
7.
8.
actively engage all of the learners in the group…
prepare the students to make more thoughtful responses…
focus in on individual strengths and weaknesses…
can be used to evaluate the learning with quick concrete data so the
facilitator can make immediate instructional adjustments…
allow for self monitoring/reflectivity…
create a less stressful environment for the timid participant who will
not be embarrassed by peers or penalized for incorrect responses…
can be used before, during or after the lesson…
do not require much preparation time or elaborate materials…
Let’s Have Fun With MRS!!
1. Response Cards




Response card are an easy,
inexpensive way to get all of
the students to answer every
question in a low risk way.
The student holds the
designated card in front of
them , the teacher can quickly
scan the class for
understanding and decide
whether to stay on the topic or
move on. Below are some
easy-make, low budget
response cards.
True/False and Agree/Disagree
Happy face/Neutral face/Sad face.
Pinch Cards 1,2,3,4 or A,B,C,D
Table Tents
 Response Cards
Response Cards Practice
True or False
1.
A square is also a rhombus.
2.
All rhombus’ are squares.
Agree or Disagree
3. The colon in this sentence is used
correctly.
These are some of the pool rules:
1. Do not run.
2. If you see unsafe behavior, report
it to the lifeguard.
3. Have fun!
Agree or Disagree
4.
There are no errors in this
sentence.
If you are asking for my advise, I
think Cheesecake Factory is
better than California Pizza
Kitchen.
Pinch Cards
5. The length of an Earth day is
determined by the time required
for approximately one
a. Earth revolution
b. Sun rotation
c. Earth rotation
d. Sun revolution
6. Why was the Great Wall of
China built?
1. As a marker for China's borders
2.
To keep out enemies
3.
To connect China to Japan
4.
To keep Chinese people from
visiting other lands
2. Whip-around
 Whip –around is an individual
instructional strategy that
requires input from all of the
students. Each student shares
their comment in turn. This
strategy is usually used when
the question has many answers.
The teacher asks the question
and allows a specific amount of
think time which if quickly
followed by whipping around
the room asking all of the
students to give their input.
Students may share a unique
idea or may connect to
something someone else said.
Whip necessitates listening to
what others say because a
student may not simply repeat a
previous comment, but can add
to it. A student may pass, but it
should not become a habit.
Whiparound
What do you
enjoy doing
during your
free time?
3. Modified Whip-around
Teachers can also
modify the whip
around by having
students write a word
or phrase on a sheet
of paper and stand to
show the class their
response as the
“wave” circulates
around the
classroom.
Modified
Whip-around
FUNNY
Write one
word to
describe
you.
4. Think- Pair - Share
Think-pair-share is exactly what it says…
 pose a question or problem,
 allow the students enough think time,
 Next, he or she pairs up with a neighbor
or assigned partner to discuss the
problem, (during the partner discussion
the students construct their own
knowledge, question their understanding,
and find out what they know and don’t
know)
 After ample discussion time, the teacher
convenes the class for a share discussion
in which each group gets a chance to talk.
As a result of using this technique, student
responses are more concise because they
have had the time to work on and edit
their thinking. The students gain skill in
communicating orally, they learn how to
socialize with peers they may not often
talk with and eventually the shy student
becomes comfortable sharing ideas with
the entire class on a daily basis.
Think-Pair-Share
What are the
components
of a good
lesson?
5. Table Talk
Table Talk is a strategy
used when there is a
project or discussion
that must take place.
Each student in the
group is accountable for
a piece of the project.
They talk and put it all
together and present as
a group to the class. The
key is to set norms so all
students know they are
responsible for a part.
Please refer to the IFL handout.
Table Talk
Paraphrase
 Sit in groups of 4.
 Each person must select one
bolded topic to review.
 Read it carefully and paraphrase
the details as you will be
responsible for communicating
your findings to the group.
6. Quick Responses
Quick response strategies are simple
bodily motions or sounds that can be
made in response to a question. For
example, If you agree with Jessica’s
answer please stand. Students must be
prepared to explain their choice
response in the event of a debate.
Below are some ideas, but feel free to be
as creative as possible.
 Stand up/sit down
 Thumbs up/thumbs
down/thumb in the middle
 1 arm up/ 2 arms up
 Animal sounds ex: moo like a
cow is you choose A, nay like a
horse if you choose B.
7. Oral/
Choral
Response
What is oral/choral response?
Oral/choral response is a checking for understanding
strategy that requires all students to respond at the
same time on the teacher's signal. This strategy is
ideal for curriculum content that has only one correct
answer and requires a brief 1-3 word response.
Why use Group Response?
When students respond using a group response strategy
they are actively engaged and more likely to learn the
material being taught. Also, the teacher hears or sees
student responses and has immediate feedback about
whether the majority of students in the class are really
understanding the academic content.
Helpful Hints:
 Provide clear, concise directions on when and how
students need to respond.
 Pose a question and provide wait/think time .
 Use a consistent cue to signal students to respond.
 Have students respond using a group response
strategy ex:(Loud Whisper)
 Provide feedback determined on majority response .
8. White/Wipe
Boards
White/wipe boards are a great tool in
checking for understanding. The teacher
poses the question or problem and of
course allows for think/response time.
This allows for the teacher to view all
student responses in a quick manner.
There are 2 ways to check the responses.
1.) The teacher has everyone work on the response and
show their answers at the same time.
2.) The teacher can walk around the room and as each
answer is complete the teacher mentally takes notes
of wrong answers or marks it on the DOL tracker.
Once the answer has been checked, the teacher tells
the student to “turn” which signals him/her to turn
their answer board over so neighbors can not see.
If you choose to utilize a DOL tracker, keep in mind
you can use that data to create your small groups
for that skill . DOL trackers are great for your Data
Binder!!!
DOL Tracker
STUDENT #1
Juan
#2
X
Dave
#3
#4
X
X
X
X
Nayeli
Marino
X
X
Veronica
Sarah
X
Sikaya
X
James
X
Jessica
X
#5
X
X
X
X
DOL of the day!
1.
2.
3.
4.
5.
Should teachers use MRS before, during or after
instruction?
MRS are ___________ techniques that engages
all learners.
Identify at least 2 of the strategies you learned
today.
Name one example of a response card strategy.
True or False…MRS are a low budget solution for
actively engaging students and enhancing
instruction?
DOL of the day! ANSWERS
Should teachers use MRS before, during or after
instruction? All of the above
2. MRS are questioning techniques that engages all
learners.
3. Identify at least 2 of the strategies you learned
today. Response Cards, Whip-around, Modified Whip-around, Think/Pair/Share,
1.
Table Talk, Quick Response, Choral Response, White Boards
4. Name one example of a response card strategy.
Agree/Disagree, True/False, Pinch Cards, Table Tents
5. True or False…MRS are a low budget solution for
actively engaging students and enhancing
instruction?

similar documents