Active pupil responding is a critical constituent of effectual direction in category room. One low tech scheme developed to ease active pupil reacting during group direction involves the usage of response cards. Typically this attack involves the instructor inquiring inquiries during direction and holding each pupil write down his / her replies on the response cards and so expose those responses for the instructor feedback and disciplinary action. This paper is to measure that response cards is a more effectual group response
technique than the manus raising technique and other techniques. During manus raising. a pupil who raised his/her manus is called upon to reply the inquiry posed by the instructor. During response card techniques. each pupil is asked to expose his/her reply on the response card provided to him/her. The frequence of active pupil response was higher with the response cards than the manus raising technique Introduction Group response techniques are those techniques through which a group of pupils or Participants can reply to a inquiry instead than separately in a schoolroom activity or session.
Students are considered to be actively engaged in a category room session when they respond in a group. and its a mark that they are likely to larn the stuff being taught to them. The instructor can detect the pupils response to acquire a immediate feedback about whether the bulk of pupils in the category are able to truly understand the academic content. There are three group response techniques 1. Response Card games 2. Choral Response
3. Hand raising Response cards: In this technique pupils respond as a group by exposing their response cards which displays their replies to the inquiry posed by the instructor. Choral response: In this technique the pupils in a category or group respond orally in unison to the inquiry posed by the instructor. Hand raising: In this technique. the instructor asks the inquiry before naming upon an single pupil who raised his/her manus. Why lone response cards is preferred? The usage of response cards is one scheme that has shown promising initial consequences for increasing the frequence of active pupil response and consecutive academic accomplishments during big group instructions.
Response cards are reclaimable cards held up at the same time by each pupil to bespeak his or her reply. In this paper we will analyze about response cards in comparing with manus elevations. We will be comparing the factors like: ( a ) frequence of active pupil response ( B ) truth of pupil responses ( degree Celsius ) teacher presentation rate Response cards As told earlier. Response cards is one type of group response techniques in which pupils respond as a group by exposing response cards which displays their replies to the inquiry posed by the instructor. There are two response card formats.
1. cards with pre printed response picks 2. cards on which pupils write their response The instructor should present response cards by explicating and showing their usage and importance. allowing the pupils to pattern the response process so that they get familiar and proficient in utilizing them. The instructor should keep a quick. lively gait through the lesson. supplying hints to the pupils about when to utilize response cards suitably. Some pupils may necessarily expose a incorrect reply. so the teacher/instructor should concentrate on and supply feedback for the bulk response
Performance feedback: In giving feedback. the instructor should give information about whether the bulk category response is right. and instantly supply the right response and back uping account if a important figure of pupils answered falsely. Those points missed by many pupils should be presented once more later in the lesson to guarantee that pupils have learned the stuff after disciplinary feedback. The teacher should besides praise pupils sporadically for appropriate and prompt usage of the group response format.
Additionally. The instructor should admit and formalize replies that differ from the instructor’s but could still be considered right. Survey A survey has been conducted in 5th class schoolroom in an simple school. There were 13 male childs and 11 misss in the category. five pupils were selected for observation after audience with their regular instructor. The mark 5 pupils have been divide into two groups of 3 and 2 pupils each ( sometimes this type of division can be considered as triangulation ) . and the pupil in each group were observed on the alternating trails.
The category room is equipped with an overhead projector and screen. The inquiries to be asked are screened on the screen utilizing projector. Using projector and screen had made the procedure of oppugning the pupils more easier than the conventional manner of oppugning. The survey involves two Sessionss: 1. HAND RAISING TECHNIQUES SESSION During Hand raising Sessionss the instructor poses a set of inquiries to the pupils. one of the pupils who raise their manus is called upon to give the response. In this technique merely one pupil is involved in giving the response while the other pupils sit idle in the category.
The instructor provides a congratulations for each right response ( e. g. . “Excellent [ student’s name ] . The Sun is a star. ” ) and a disciplinary feedback for wrong response ( e. g. . ” No. the reply is the Sun. The Sun is a star. ” ) The feedback process controls the figure of times the pupils write/hear the correct reply to each direction. 2. RESPONSE CARD SESSION Presentation and inquiry inquiring processs during the response card Sessionss were indistinguishable to those during the Hand raising Sessionss.
For each pupil a laminated card is provided on which he/she has to compose his/her response to the instructors inquiry. After visually scanning all of the response cards held up by the pupils. the instructor provides a congratulations or a disciplinary feedback. If every one’s response in the category is right the instructor addresses the feedback to whole category ( e. g. . “Good category. H2O vapour in the ambiance is a gas. ” ) and if some of the pupil responses are incorrect the instructor addresses a feedback to the category ( e. g. . “ I see that many of you have gas as the reply.
That is right. Water vapour in ambiance is gas. “ ) and if no 1 gives right response the instructor addresses a disciplinary feedback to the category ( e. g. . “ I don’t see the right reply. The right reply is gas. Water vapour in ambiance is a gas. ” ) . As in Hand raising phases the feedback process controls the figure of times the pupils write/hear the correct reply to each direction in response card stage besides. Consequences of the survey During HR ( manus raising ) . the mean figure of times the mark pupil raised his/her manus was 9. 9.
The figure of responses by the mark pupil during HR averaged 1. 5 per session ( the period of oppugning ) . when RC ( response cards ) were used. each mark pupil responded to the teacher’s inquiry an norm of 21. 8 times per session. that’s a 14 fold addition. Overall. the pupils as a group orally responded 53 times to 1. 103 inquiries posed in Hand raising stage and 68 times to 1. 103 inquiries posed in the response card stage. So the frequence of the active pupils response was determined to be higher with response cards than with Hand raising technique.
The truth of pupil responses during HR and RC are 92 % and 93 % severally. Problems associated with response card techniques Q. When we use response cards in a category. we may detect that some pupils copy the responses from their neighbors’ cards alternatively of thought of their ain replies. What should we make so? Response cards provide kids with a agency of acquiring actively involved in the lesson. Therefore. kids should non be discouraged from looking at each others cards. even if they appear to be copying the response of other pupils.
Rather. the instructor should construe this pupil behaviour as a possible mark that the kid may be confused about the undertaking or may non yet have a steadfast appreciation on the stuff being presented. In their case. the teacher can do agreements to supply the kid with extra direction and counsel as needed. Another job associated with response cards is. the pupil may non be really certain of the spellings in his/ her response. so sometimes they try to conceal their response alternatively of demoing them up. So pupils shouldn’t be charged against such sort of errors.
It should be made clear good before the inquiry is posed that they wouldn’t be held against for such sort of errors. Alternatively. their replies should be validated in malice of any spelling or grammatical errors. And in order to cut down the spelling troubles. the teacher could: ( 1 ) Have pupils ‘pre practice’ the spelling of new vocabulary words prior to the lesson. ( 2 ) Post unfamiliar spelling footings on the board/ screen for pupils to mention to as they write their responses. ( 3 ) Encourage pupils to seek their best in spelling their responses but reassure them that misspellings will non be numbering against them.
Discussions 1 ) Response cards allow the instructor to learn facts and definitions more efficaciously than any other group response techniques. 2 ) The rate of students’ academic content larning ability is more in RC than other techniques. 3 ) This technique is more dependable in increasing the frequence of active pupil response. 4 ) Response cards are less riotous and stays more on undertaking unlike manus raising technique. 5 ) The disadvantage of non being called upon in manus raising techniques is non present in response cards.
So every pupil gets involved in the category. 6 ) There is more fun involved in this technique than the other techniques. so pupils will actively take part in the category alternatively of sitting idle. Response card techniques is replicable by any instructor as it involves no trouble in implementing it in the category suites. In fact they provide better consequences than other group response techniques. But the instructors shouldn’t manage the pupils in a asperity mode. Strictness. Harshness. Severity should be ruled out while covering with pupils. Students penchants
During the terminal of the survey. personal interviews are conducted for pupils and many pupils said they preferred response card over manus raising as the response card helped them in larning more academic content than Hand raising did. Conclusion The survey has proved that the usage of response cards is most effectual than other group response techniques because it has got more advantages than the other techniques illustrated in the paper and besides it helps the pupils in increasing the acquisition ability. and makes more pupils to affect in the category room Sessionss more actively.
Heward. W. L ( 1996 ) . Three low tech schemes for increasing the frequence of active pupil response during group direction In R. Gardner. D. M. Sainato. J. OCooper. T. E. Heron. W. L. Heward. J. W. Eshelman. & A ; T. A. Grossi ( Eds ) Behavior analysis in instruction: focal point on measurably superior direction ( pp. 283-320 ) . Pacific Grove. Calcium: Brooks/Cole Journal of applied behavior analysis. 1994. spring. R. Gardner. W. L. Heward. T. A. Grossi Teaching of psychological science. Taylor and Francis group. Routledge publishing houses Meta analysis and research on response cards: Effectss on trial accomplishments. Randolph diary of positive behaviour intercessions. 2007. 9:113-238