RESPONSs Gi) A strategy that allows students to quickly respond symbolically or through writing to a question posed by the instructor. They provide a quick way to assess all students" understanding. lnplennsnker dione An efficient strategy to have students respond orally to questions when answers are short and the same. Small or large group responses are in unison in to allow the instructor to assess understanding. 1. Set clear instructions for responding 2. Have a clear, consistent cue for students to respond 3. Practice cue + student response 4. Provide specific instructions based on type of response card and choral responding Prassciras: 1. Provide students with adequate materials and activity specific instructions (response cards, small groups) 2. Ask question . Provide adequate wait time 3 4. Cue students’ responses 5 . Assess all students’ understanding Rs = (1994) Issues and trends: Are we communicating? Diane, b.. ‘ Effective instruction for students who are acquiring English as a second language: The Reading Teacher, (3), 260. [Channon WH. 2010), Response cards: An effective intervention tor students with disabilities, Education nd Training In Autism And Developmental Disabilities, (1), 416. Meward: W.L. & Ang, ©, (1998), Everyone pacipates in hs claes: Using response cards 10 iden, 28(9) 4-00 inctesise acilve student response. T "ACHING Exceptional Ci Blackwell, 3..& McLaughlin, T. F. (2005), Using guided notes, choral responding, and Tesponse cards to increase student performance. International Journal O! 20(2), 1-5 Weiss, S. L. (2013). Learning-related behaviors: Small groi ‘education classroom. interventian In Schoo! And Clinic. Special Education up tsecing instruction in the general (5), 294.302.