Choral Responding - WordPress.com · What will this look like in my classroom? The lesson should be...
Transcript of Choral Responding - WordPress.com · What will this look like in my classroom? The lesson should be...
Who benefits? • Students with mild to
moderate intellectual disabilities, such as Down syndrome and Autism Spectrum Disorder (ASD), benefit from the increased opportunities to actively respond and participate in classroom group activities.
• Students with mild to severe behavior disabilities and emotional disorders can academically and behaviorally benefit from this “learn by doing” environment.
• Students with learning disabilities benefit from this strategy by actively responding and increasing on-task behavior.
• Teachers!
Choral Responding
An educational strategy for teaching a group of students by requiring them to respond in unison after the teacher gives a signal.
Does it work? Yes!
Students with disabilities don’t always process learning material the same way as students without disabilities,
so they don’t participate as fully during group activities. By utilizing
the choral responding strategy, research shows that all students can
learn the material together! It increases: • Active student responding and engagement • Correct responses • On-task behavior • Student performance It decreases: • Disruptive behavior • Off-task behavior
An added benefit is that it provides natural opportunities for peer interaction and observational
learning!
Hannah Hohl #7
What will this look like in my classroom? The lesson should be presented at a fast pace to ensure attentiveness and participation of all students. Dividing the students into small groups also allows for greater teacher monitoring and focus.
The teacher must provide a thinking pause, coupled with a clear signal of when to respond.
The teacher must also provide feedback, and from time to time call on individual students. This way, the teacher is able to monitor and ensure all students understand the material presented.
Example:
Step 1: The teacher holds up the word card.
Step 2: The teacher says, “Everybody look,” and ensures that the students look at the card.
Step 3: The teacher says, “Everybody get ready,” or “Individual student, get ready.”
Step 4: The teacher waits 3 seconds.
Step 5: The teacher snaps her fingers, signaling students or an individual student to respond.
Step 6: The students respond in unison, or the individual student responds.
Step 7: The teacher provides feedback.
How do I implement this strategy? The effectiveness of choral responding depends on these criteria: 1) students
must be able to respond with short, one to three word answers, and 2) teacher must accept only one answer as correct. These criteria make it
possible for the teacher to monitor student responses and give corrective feedback.
Ault, M. J. & Wolery, M. (1992). Choral and individual responding during small group instruction: Identification of interactional effects. Education and Treatment of Children (ETC), 15(4), 289-‐ 294. Blackwell, A. J. & McLaughlin, T. F. (2005). Using guided notes, choral responding, and response cards to increase student performance. International Journal of Special Education, 20(2), 1-‐5. Haydon, T., Marsicano, R. & Scott, T. M. (2013). A comparison of choral and individual responding: A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 57(4), 181-‐188.