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Transcript

Mini: Choral Responding · Why We Do What We Do

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  Speaker 1: You're listening to Why we Do what we do? Welcome
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  Speaker 1: to Why We Do what we Do Mini. I am
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  Speaker 1: your host, Abraham, and I'm your O Shane. We are
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  Speaker 1: a psychology podcast. We talk about the things that humans
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  Speaker 1: And that's what we're doing today. What are we doing today, Shane?
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  Speaker 1: Perfect. I just said that with you, but I messed
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  Speaker 1: That was That was an example of what we're talking
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  Speaker 1: about today. But if you're joining us for the first time,
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  Speaker 1: in this discussion. And if you're returning, then thank you
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  Speaker 1: a friend. I'll talk more about the ways that you
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  Speaker 1: can support us after this discussion. But this is a
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  Speaker 1: mini about educational strategies, particularly in sort of a small
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  Speaker 1: group teaching format. But is there anything that you would
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  Speaker 1: like to add before we jump into our intro here?
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  Speaker 2: No, I think we can just go ahead and dive
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  Speaker 2: right in.
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  Speaker 1: All right, we're diving right in. So this is something,
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  Speaker 1: as you may have seen in the title, called choral responding.
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  Speaker 1: It's also called unison responding. Either of those is fine.
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  Speaker 1: And this is a technique for teaching in a group
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  Speaker 1: format such as a classroom, and specifically it is a
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  Speaker 1: strategy to facilitate a greater number of opportunities to respond
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  Speaker 1: abbreviated OTR in sort of education spaces. Also is called
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  Speaker 1: active student responding I think or AST something like that.
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  Speaker 1: But anyway, it increases those opportunities to respond, it increases accuracy,
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  Speaker 1: and it decreases off task behaviors.
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  Speaker 2: Yeah, so we're going to talk about what it is,
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  Speaker 2: the reason people use it, and how to do it.
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  Speaker 1: And this one was one of one of the minis
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  Speaker 1: that was just absolutely packed with like actual research, Like
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  Speaker 1: I went to the journals, I found the peer reviewed articles.
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  Speaker 1: I pulled in those, and I don't think I actually
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  Speaker 1: cite anything directly in our discussion here, but we have
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  Speaker 1: all the list of the articles that was used in
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  Speaker 1: our references list that is published alongside this episode, so
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  Speaker 1: if you're curious, you can go check those out there.
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  Speaker 1: Most of them were like exploring the use of choral
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  Speaker 1: responding in particular format and reporting on the results. But yeah,
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  Speaker 1: I found quite a few. I love it. I love
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  Speaker 1: good research, right all right. So, coral or unison responding
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  Speaker 1: is a strategy when teaching in groups in which the
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  Speaker 1: teacher asks some kind of question or otherwise requests a
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  Speaker 1: response from the group of students. They set up some
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  Speaker 1: opportunity where they could say something vocally right, and then
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  Speaker 1: what they do is they signal for everyone to answer
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  Speaker 1: out loud and at the same time. This is extremely
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  Speaker 1: common in direct instruction presentations, so people who are familiar
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  Speaker 1: with direct instruction, the curriculum that was largely created and
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  Speaker 1: pioneered by Siegfried Engelman and Doug Carnine. But it is
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  Speaker 1: also worth noting that like the use of choral responding
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  Speaker 1: likely dates back at least as far back as like
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  Speaker 1: one room schoolhouse days, and possibly even further back than that.
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  Speaker 1: But there's there's evidence for that. But it's definitely not
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  Speaker 1: that common in most public education arenas, at least in
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  Speaker 1: the United States, but it is a very common practice
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  Speaker 1: inside of direct instruction. Yeah.
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  Speaker 2: Now, the guideline suggests this works best in small groups,
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  Speaker 2: when presented at a relatively quick pace, when the answers
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  Speaker 2: are short one to three words, and when there is
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  Speaker 2: only one correct answer. This might be effective when teaching vocabulary,
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  Speaker 2: math concepts, or spelling, among other things.
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  Speaker 1: Yeah, this presentation could potentially be like the presentation for
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  Speaker 1: all of that and what we're going to describe, like
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  Speaker 1: how to do it? That could work with one on
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  Speaker 1: one students, but you would you probably wouldn't call it
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  Speaker 1: choral or unison responding because there's only one person who answers. Sure,
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  Speaker 1: but like the presentation format's the same, but the responding
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  Speaker 1: would look a little different because you only have one
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  Speaker 1: person responding. But otherwise, in groups you have multiple people
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  Speaker 1: who get to all respond at the same time.
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  Speaker 2: Right, So the teacher should present the question, prepare a signal,
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  Speaker 2: then have all students answer on that signal. Commonly, the
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  Speaker 2: teacher will say ready and point and that is the
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  Speaker 2: signal for students to respond. It is important that the
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  Speaker 2: signal is clear and unambiguous, like the students know exactly
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  Speaker 2: when to.
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  Speaker 1: Respond yes and oftentimes well not often. It's also important
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  Speaker 1: that the response that they're giving is pretty clear, like
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  Speaker 1: they shouldn't be waffling around trying to figure out what
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  Speaker 1: do they want me to say at the signal, So
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  Speaker 1: the signal should be clear. How they're responding should be clear, right,
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  Speaker 1: And there are really several question formats that can be used,
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  Speaker 1: but the questions that are employed for this corresponding format
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  Speaker 1: should include short. The question should be short. They should
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  Speaker 1: entail like a one to maybe three word answer to
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  Speaker 1: give a definite correct answer. And that's how you want
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  Speaker 1: to sort of present the questions. And so you can
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  Speaker 1: have sort of an a chic response from the learners,
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  Speaker 1: which is like an errorless teaching strategy. Or the teacher
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  Speaker 1: gives the question that also gives the answer and ask
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  Speaker 1: class to repeat the answer back. So they might say
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  Speaker 1: something like three times three equals nine? What does three
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  Speaker 1: times three equal? Ready, and then signal and they would
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  Speaker 1: all say nine. And if it was German, they'd be
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  Speaker 1: all saying no, yes, that's true.
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  Speaker 2: That's true. Speaking of no questions can be yes or no.
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  Speaker 2: An E at the end of the word makes the
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  Speaker 2: vowel long. Just as an example, an at the end
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  Speaker 2: of the word makes the vowel long. Is the word
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  Speaker 2: cup long? Ready?
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  Speaker 1: To you the response no, yes, exactly right? So? Or
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  Speaker 1: like is this short? And then que the response yes,
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  Speaker 1: do you want to listen to ads? No, we're back
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  Speaker 1: from the ads. We were describing the various question presentations
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  Speaker 1: formats that could exist. So we have the errorless presentation
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  Speaker 1: where the teacher gives the answer or the question and
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  Speaker 1: the answer and the students repeat back the answer. There's
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  Speaker 1: the yes no questions where you could ask a question
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  Speaker 1: where the answer is either yes or no. And then
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  Speaker 1: you can have some more direct questions that are more
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  Speaker 1: like an implication of the rule that was just stated. So,
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  Speaker 1: for example, you might say something like a why at
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  Speaker 1: the end of a word? Can can e sound such
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  Speaker 1: as the word silly? What is the end sound in
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  Speaker 1: the word funny? Ready? And then everyone should say e
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  Speaker 1: yeah all together. And then that would be an example
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  Speaker 1: of presenting where you've given a setup and then an
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  Speaker 1: opportunity to apply that rule to a new thing. Yes.
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  Speaker 2: Now, the teacher should always give feedback, even if it's brief,
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  Speaker 2: after providing an opportunity to respond. If they all answer
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  Speaker 2: correctly yes or that's right, it's sufficient feedback to reinforce
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  Speaker 2: participation and accuracy.
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  Speaker 1: Yeah, I mean it could be that quick, and if
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  Speaker 1: it's incorrect then you can address that. So actually, after
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  Speaker 1: everybody has responded, so you got their quick response they
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  Speaker 1: said nine or no or e or whatever it was
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  Speaker 1: they were saying, you want to check to ensure that
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  Speaker 1: all the students answered, like everyone should be participating this
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  Speaker 1: whole time, and that they all gave the correct response.
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  Speaker 1: If someone did not answer or did not give a
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  Speaker 1: correct response or both, that just try it again again,
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  Speaker 1: just to pre present the whole question and the opportunity
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  Speaker 1: for the group again and this time everyone will have
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  Speaker 1: heard it they can respond together. If it does still
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  Speaker 1: happen again, there are different ways to go about it.
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  Speaker 1: You can try a third time, but you can also
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  Speaker 1: try making the answer simpler. If they're struggling with like
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  Speaker 1: what the answer is supposed to be, maybe switch to
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  Speaker 1: the errorless presentation or make it a shorter response. But
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  Speaker 1: you might also just note that like maybe we just
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  Speaker 1: need to set aside a little time to work with
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  Speaker 1: the student or students who are missing this to ensure
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  Speaker 1: that they're getting practice and can stay caught up with
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  Speaker 1: the rest of the group.
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  Speaker 2: Right now, corresponding can greatly increase the number of opportunities
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  Speaker 2: to respond. Several studies and a review of the extant
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  Speaker 2: literature have shown that CORA responding generally results in increased
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  Speaker 2: opportunities to respond, increased accuracy, higher engagement, and less challenging behavior.
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  Speaker 2: So it's like a win win win win across the board.
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  Speaker 1: Yeah, yeah, I just it's and it's very very easy
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  Speaker 1: to do. As a matter of fact, to the last
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  Speaker 1: one that you said, one study demonstrated this like really
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  Speaker 1: clear negative correlation between opportunities to respond and disruptive behaviors
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  Speaker 1: in the class. So as the opportunities to respond increase,
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  Speaker 1: the challenging disruptive behaviors decreased. Like is just one was
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  Speaker 1: a function of the other?
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  Speaker 2: Yeah, so interesting. Now. Corresponding also allows each to quickly
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  Speaker 2: monitor for students who are struggling with concepts and may
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  Speaker 2: need additional support. Some websites for clinics who provide academic
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  Speaker 2: remediation and support primarily for neurodiversion students specifically argued that
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  Speaker 2: corresponding is the easiest, lowest effort way to increase engagement
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  Speaker 2: in a classroom setting.
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  Speaker 1: And that's specifically thinking of like special ed type stuff
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  Speaker 1: where a lot of people might think this, you can't
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  Speaker 1: do it in that setting, though, like, actually, no, this
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  Speaker 1: is a great setting for this. Yeah, it kind of
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  Speaker 1: works in various classroom formats, with one potential caveat or exception,
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  Speaker 1: which is that there is no research that we found
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  Speaker 1: that explicitly I identified the maximum number of students for
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  Speaker 1: whom this would be effective, and it's possible. There's not
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  Speaker 1: like a clear limit to it. It might just depend
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  Speaker 1: on the class, on the students in the class, on
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  Speaker 1: the teacher, Like there might be some variables that would
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  Speaker 1: have that would modify what that maximum is. But most
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  Speaker 1: classroom demonstrations only had up to about fifteen students at
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  Speaker 1: a time, and often much less than that. Like eight
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  Speaker 1: was probably the most the average that I saw, And honestly,
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  Speaker 1: once you get beyond fifteen, and not that that's a
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  Speaker 1: magic number, but once you get up into that range
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  Speaker 1: and above, like it might just be difficult to tell
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  Speaker 1: if everyone is answering and if they're answering correctly, if
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  Speaker 1: you have significantly more students than that sort of range.
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  Speaker 1: So it's not that it couldn't work. It's very possible
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  Speaker 1: it could work, and it would work fine, but you
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  Speaker 1: might start to run into some logistical considerations as you
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  Speaker 1: get up to the higher numbers.
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  Speaker 2: Right now, a meta analysis of fifty years fifty years
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  Speaker 2: of research clarify that it works by providing explicit and
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  Speaker 2: this is a direct quote explicit efficient fear instruction with
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  Speaker 2: specific examples in immediate error correction end quote. I mean
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  Speaker 2: that's pretty straightforward.
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  Speaker 1: Yes, So yeah, as we said, this is just a
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  Speaker 1: strategy to promote opportunities for engagement. The research has shown
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  Speaker 1: that it generally reduces challenging behaviors, increases engagement, provides increased
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  Speaker 1: opportunities to respond, which therefore also translates into increased accuracy
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  Speaker 1: in their performance. And that accuracy sometimes is in the
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  Speaker 1: response itself, but sometimes on subsequent tasks such as homework,
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  Speaker 1: quizes and tests. So right, this is just if you
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  Speaker 1: didn't already know, now you know. If you didn't know
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  Speaker 1: how to use it, now you know how to use that.
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  Speaker 1: I hope there's quite a bit of research out there,
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  Speaker 1: but it is. It's pretty easy and it's a pretty
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  Speaker 1: cool technique. I'm a fan personally, so yeah, if you
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  Speaker 1: are interested, go forth and use core responding. I love it,
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  Speaker 1: all right. Is there anything you'd like to add before
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  Speaker 1: we wrap this one up? No, I think that covers
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  Speaker 1: it beautiful. All right, Thank you everyone who is listening.
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  Speaker 1: to this for a class. Do whatever you want. I
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  Speaker 1: That's really good. All right, awesome, all right, well, I
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  Speaker 1: think that's what we have to say about Core Responding.
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  Speaker 1: Any parting words of wisdom or thoughts before we close
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  Speaker 1: this one out? Shane, not today, nope, all right, Thank
• 13:23
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