Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

MacSuga-Gage, Ashley S.; Simonsen, Brandi

doi:10.1353/etc.2015.0009

Cited by 162 publications

(98 citation statements)

References 27 publications

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“…Research studies have determined that for students with high incidence disabilities (i.e., learning disabilities), a suggested a rate of approximately three to five teacher-directed OTR per minute are associated with positive student outcomes [22]. When teachers generated OTR, they increased the likelihood of desired responses from students, whether through incorporated strategies of presentation materials, asked questions, or corrected student answers [23].…”

Section: Opportunities To Respondmentioning

confidence: 99%

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

Peterson-Ahmad

2018

Education Sciences

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Abstract:To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way to individualize the teaching and practice of various pedagogical aspects needed when new educators enter their first classroom. Coupling such simulations with specific instructional coaching allows for increased and individualized remediation of the way instruction is given, classroom management practices, or getting to know your student population. This exploratory case study investigated the extent to which virtual simulations combined with instructional coaching impacted the way pre-service educators learned how to provide opportunities to respond (OTR) to the avatar students through the repeated teaching of a lesson over four sessions.

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Section: Opportunities To Respondmentioning

confidence: 99%

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

Peterson-Ahmad

2018

Education Sciences

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“…OTRs are opportunities for students to "say, write, or do things" (Archer & Hughes, 2011, p. 131), and they have multiple benefits. They increase student engagement and reduce negative behavior; they also allow teachers to closely monitor student learning and understanding (Archer & Hughes, 2011;MacSuga-Gage & Simonsen, 2015). There are multiple ways teachers can increase students' rate of response, including incorporating group responding techniques like choral responses or use of response cards or using peer responding through activities like think-pair-share (Brownell et al, 2012).…”

Section: Interactionsmentioning

confidence: 99%

“…In a review of research on teacher-directed OTRs, MacSuga-Gage and Simonsen (2015) found that response cards were more effective than waiting for individual volunteers in increasing student academic outcomes and that more frequent rates of OTRs resulted in higher student achievement. Based on this review, they recommend a rate of 3.00 to 5.00 OTRs per minute as being the most beneficial for student learning, with lower rates being more realistic when using techniques like response cards.…”

Section: Interactionsmentioning

confidence: 99%

“…In a comprehensive review of the literature on OTRs, MacSuga-Gage and Simonsen (2015) noted that the literature base on OTRs is quite small (only seven studies), but nearly all studies on OTRs found positive outcomes, including increased student engagement and an increased number of correct responses. Using the CT Scan, I was able to track teachers' OTRs and then calculate the rate of OTRs they averaged per minute.…”

Section: Opportunities To Respond (Otrs) and Feedback (Fb) Statementsmentioning

confidence: 99%

“…For example, interaction rates were quite low across the board. Recommended rates are between three to five per minute (MacSuga-Gage & Simonsen, 2015), and these classes averaged fewer than one. Only three teams averaged more than one OTR per minute, and one team averaged more than one feedback statement per minute.…”

Section: The State Of Instruction In Co-taught Classroomsmentioning

confidence: 99%

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Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond During Implementation of a Core Reading Program

Cuticelli

Collier‐Meek

Coyne

2015

Psychology in the Schools

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Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research‐based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to provide students with evidence‐based instruction in the Tier 1 setting. However, classroom teachers need support in instructing core reading programs with the highest quality to increase student reading outcomes. This study provides evidence that providing teachers with performance feedback can improve quality of instruction by increasing the numbers of OTRs delivered during Tier 1 reading instruction. Teachers were observed during core reading program instruction, number of opportunities to respond were counted at the end of each observed lesson. Baseline data trends were used to determine what type of feedback was given during the intervention phase (i.e., teachers were encouraged to increase individual, group, or both OTRs during instruction). During intervention phase, teachers were provided graphic and oral feedback on implementation of the core reading program; suggestions were provided for increasing opportunities to respond during instruction.

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Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

Cited by 162 publications

References 27 publications

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

Specialized Instruction in Co-Taught High School Classes

Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond During Implementation of a Core Reading Program

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