Opportunities to respond (Otrs), A DefinITION:
The utilization of strong scaffolding and varied learning tasks for students, designed to enhance student engagement and participation by offering multiple opportunities to read, write, demonstrate, speak, and listen during classroom instruction; increase frequency of accurate and actionable feedback about levels of learning; and promote deeper understanding of content.
Key Term Here:
Why are OTRs important for teachers?
IF PLANNED AND IMPLEMENTED MASTERFULLY AND WITH INTENT, OTRS PROVIDE THE TEACHER WITH THE FEEDBACK HE OR SHE NEEDS IN ORDER TO KNOW WHAT THE STUDENTS UNDERSTAND OR DO NOT UNDERSTAND. IF STUDENTS DO NOT UNDERSTAND, IT'S TIME TO RE-TEACH. IF STUDENTS DO UNDERSTAND, IT'S TIME TO MOVE FORWARD OR TO ENRICH. Here, teaching is not about coverage as much as it is about coming to understand.
HOW CAN I MAXIMIZE THE LEARNING IMPACT THROUGH OTRS?
OTRs are most successful when:
- They're tied to a specific learning objective.
- They're purposeful and intentionally planned into the lesson.
- They result in maximum student engagement where students are either saying, writing, or doing.
- They provide the teacher and the student(s) with actionable feedback on student understanding.
- Wait time is incorporated with each teacher-initiated OTR.
Think of a class you taught yesterday. Take a few minutes and use the provided rubric (handout) to self-assess your implementation of OTRs. Be prepared to share your conclusion with a partner.
A BHS otr Biopsy
On your table, you have graphs of the data that has been collected over the past several months, providing a snapshot of the frequency and effectiveness of otrs here at bhs. this data represents about 35 teachers on campus - from veterans to novices and from across disciplines.
As a department, take a few moments to review the data and determine the following: What do you notice? What is an area of strength? what can we improve upon?
AFTER your DEPARTMENTS HAVE ANAlYZED THE DATA AND COME TO your own CONCLUSIONS, be prepared to share out with the rest of the staff.
REVIEW YOUR LESSON TO CONSIDER WHICH TYPES OF FEEDBACK YOU'LL WANT TO MEASURE and when you'll want to measure them.
along with your current practice, apply the tips from each week's coach's challenge, combine the tips, or if you're already doing them, then be conscious of how you're implementing them.
with each otr implemented, Consider the following:
- What will you do if your students show they don't know?
- What will you do if they show they do know?
- How will your students know or be able to measure themselves in relation to objective you've determined?