Opportunities to Respond: Using Response Cards
Elementary Example
Learning target/objective of lesson to teach: Students will spell 15 target words.
Description of response card: small/personal white board.
Response card routine: Students will hold up their response card after the teacher says, "boards up!"; this will be taught prior to beginning the activity with success level questions (e.g., draw a circle, write your name). Teacher will also teach students to keep boards in the air until teacher can review all responses; will cue to put down by saying "boards down". As needed, teach and reinforce desired behavior when holding the boards up (e.g., use 2 hands, keep it in their "personal space", etc.)
Steps for Use:
- Give each student a baggie with white board, marker, and towel/eraser.
- Get students set up by instructing to take everything out of the baggie, place on desk.
- Cue students to listen: "1, 2, 3, eyes on me".
- Teacher gives direction: "Spell the word [insert word]", then use the word in a sentence, finally restates "spell the word [insert word]"
- Students write the target word on white board and keep board on table. Teacher gives appropriate response time to ensure student participation.
- Teacher cues students to show responses by saying "Boards up".
- Give feedback about answers, spelling and writing and how they held the cards. Perhaps show the correct spelling, as needed. Allow students to correct if needed.
- If desired, record the number of students who spelled each word correctly.
- Cue to prepare for the next word "Boards down and erase!"
- Repeat routine for all words.
Secondary Example
Learning target/objective of lesson to teach: Students will review for test by responding to true/false statements on causes and contributing factors of the Civil War.
Description of response card: true/false cards, could be color coded (e.g., red/green) or just white.
Response card routine: Students will hold up their response card after the teacher says, "cards up!"; this will be taught prior to beginning the activity with success level questions (e.g., "the name of our school is [insert school name]", "today is Friday", etc.). Teacher will also teach students to keep cards in the air until teacher can review all responses; will cue to put down by saying "cards down". As needed, teach desired behavior when holding the boards up (e.g., use 2 hands, keep it in their "personal space", etc.) Teacher should also include wait time after posing the question before cuing "cards up" (e.g., ask question and wait 5-15 seconds to allow for processing).
Steps for Use:
- Give each student a response card.
- Cue students to listen: ''The question is..." and state the question.
- Students chose their answer (5-15 seconds of wait time).
- Cue students to hold up cards by saying "cards up".
- Give feedback about their answers, show correct answer.
- If desired, record the number of students who answered each question correctly.
- Cue to prepare for the next word: "Put your cards down".
- Repeat routine for all questions.
Original document created by Diana Browning Wright, adapted here to ensure accessibility.
