Learning is Not a Spectator Sport- Instructional Routines

How instructional routines can be both diagnostic and engaging

Learning is NOT a Spectator Sport

Hattie, 2019 - Clarity effect size 1.09

Routines free up students’ working memory and reduce cognitive load so that instead of dedicating all of their focus to day-to-day tasks like sitting for attendance or standing in a line to go to the bus at the end of the day, or transitioning between activities, they can focus on learning (Leinhardt, Weidman, & Hammond, 1987)

What does the Research Say?

Guidelines for Response Rates – Current Research (Mac Suga-Gage and Simonsen, 2015; Simonsen and Myers, 2015) Effective teachers elicit:

• Simple Responses
• Such as: unison choral responses, gesture, response cards
• 3 to 5 opportunities to respond per minute
• More Complex Responses
• Such as: partner sharing, written answer, math problem
• At least 1 opportunity to respond per minute
• VERY Complex or Involved Responses
• Such as: writing to prompt, completing experiment
• May provide only 1 opportunity to respond every 10 to 30 min.

How often should learners be responding?

Anita’s “Archerisms” can guide us to engage and assess learners using explicit instruction.

Consult the Coach

05

Think Time

Provide adequate think time and preparation time

04

Structure

Structure and model the active participation procedures

03

Involvement

Involve ALL students

02

Overtness

Require overt responses- saying, writing, doing

01

Frequency

Request frequent responses from learners.

Better Practice: Routines that Include ..

Request frequent responses from learners Contributes to a positive learning environment Check for understanding

• allows the teacher to monitor understanding, adjust the lesson based on responses, and provide feedback to students

Frequency

Motto: “Learning is NOT a spectator sport.”

Examples

Can we observe it?

Require overt responses- saying, writing, doing

Overt

Motto: “Every day, in every class, every student is participating by speaking, writing, or doing.”

Examples

Motto: “Everyone does everything.”

Involvement

Annotate Stamps

What about UDL?

Everyone does everything together.

Gestures

Show in your camera

Unmute

Chat

Reaction Buttons

Say it together

Private or public

One or two options

Short Responses/ Same Answer

Select a few options that ensure everyone can participate successfully.

What about UDL?

Everyone does everything separately together.

Longer Responses/ Different Answers

When learners are prompted to give short responses in the chat, the teacher always starts by allowing learners to choose Everyone or teacher-only responses. After a few chances to practice, the teacher changes the chat to teacher-only responses to assess learners.

When introducing vocabulary, the teacher always uses a series yes/no questions to check understanding. The routine is that learners use reaction buttons to respond.

Examples

Motto: “Predictability predicts ability.”

Structure

Examples

Motto: “If you expect it, pre-correct it.”

Think and Prep Time

2nd Grade

7th Grade

Watch for two purposes: 1. Tally the opportunities to respond as “all student” and “individual turns” by Dr. Archer 2. How might this look in a CCA classroom?

Watch in Action

Diagnostic Response Genially

Look at the resource to the left. Find one or two practices you would like to model and use in your classroom.

Passing the Ball to You