Running head: SEAGER_JOURNAL M#7-OPPORTUNITIES TO RESPOND

Module Seven Journal: Opportunities to Respond

SPED 775: Practicum with Exceptional Children & Youth

University of Kansas

Dr. Cynthia Mruczek

Brent Seager

April 23, 2017

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Teaching video name: Teaching in an Date: 04/20/2017

Inclusive Setting
Observation Meaning Research
At 3:05 into the video, I can Providing multiple According to Haydon & et
be observed demonstrating opportunities to respond in al., 2009, when students are
providing the students with the classroom entails giving provided multiple
multiple opportunities to each student an opportunity opportunities to respond in
respond. The demonstration to participate and engage in the classroom, they are more
of multiple opportunities to the lesson by asking and engaged and involved in the
respond is demonstrated on prompting questions, classroom. This works to
several different occasions discussions, and providing increase motivation, as the
throughout the video clip, but other relevant information. students can contribute to the
this observation provides an classroom and lesson
insight into me demonstrating (Haydon & et al., 2009, p.
the usage of multiple 267-268). The use of the
opportunities to respond in multiple opportunities to
the inclusion classroom. respond is closely aligned
with the UDL principle of
providing multiple means of
engagement through
optimizing relevance,
authenticity, and value
(National Center on
Universal Design for
Learning, 2014).
At 4:05 into the video, I can Providing each student with According to MacSuga-Gage
be observed demonstrating an opportunity to respond is & Gage, 2015, students that
that providing each student essential in allowing students are provided opportunities to
with an opportunity to to take on a more active role respond are more likely to
respond does help to increase in their learning. Students receive higher grades and will
motivation and engagement that are more engaged are display appropriate behaviors
in the classroom. While I can ready to participate in the within the classroom. The
be observed in other portions classroom and display link between opportunities to
of the video demonstrating behavior that is more respond are directly tied with
the use of providing each conducive to learning. classroom behavior and
student with opportunity to engagement, and it is
respond, this portion of the imperative that each student
video best represents how an is provided an opportunity to
opportunity to respond respond in each classroom
allowed the student to (MacSuga-Gage & Gage,
become more engaged in the 2015, p. 275-276). This
classroom. method closely aligns with
the UDL principle of
providing multiple means of
representation with the use of
supplying and activating
Running head: SEAGER_JOURNAL M#7-OPPORTUNITIES TO RESPOND
At 4:54 into the video, I can The use of praise in the
be observed using specific
and immediate feedback
when replying to the response concerns. It can also improve imperative to ensure that all
that a student gave when
called upon to answer a
question. While this is not
the only occasion during this
video in which I provided
specific and immediate
feedback, it is a good
example of how quick
responses and feedback can
improve the learning
environment.
classroom can help to address al., 2010, the use of specific
behavior and academic
engagement and motivation
in the classroom.
background knowledge and
information (National Center
on Universal Design for
Learning, 2014).
According to Simonsen & et
and immediate feedback is
concerns are addressed with
each student that is called
upon to provide information
in the classroom. The use of
specific and immediate
feedback can also address
some academic and
behavioral concerns, which
would work to improve the
instructional environment
Simonsen & et al., 2010, p.
303). The use of specific and
immediate feedback is
closely aligned with the UDL
principle of providing
multiple means of action and
expression using a variation
of responses and navigation
in the classroom (National
Center on Universal Design
for Learning, 2014).
Running head: SEAGER_JOURNAL M#7-OPPORTUNITIES TO RESPOND

Observation One
In the video at the 3:05 mark, I can be observed demonstrating providing the students
with multiple opportunities to respond in the inclusion classroom. The students were engaged
and motivated during the lesson, and allowing multiple opportunities to respond and participate
in the classroom allowed the students to contribute more to the classroom and lesson. According
to Haydon & et al., 2009, a successful classroom and instruction will provide each student with
multiple opportunities to respond and participate in the classroom, as this encourages
participation and engagement. While not every student will want to participate, it is imperative
that the teacher develop ways to provide each student with an opportunity to contribute, as
students are more focused and vested in a classroom that they can contribute through multiple
opportunities to respond (Haydon & et al., 2009, p. 267-268). The use of providing multiple
opportunities to respond in the classroom is closely related and linked to UDL principle of
providing multiple means of engagement through optimizing authenticity, relevance, and value.
I can be observed in the video demonstrating the relevance and value of information and in
providing each student with multiple opportunities to respond and participate within the
classroom (National Center on Universal Design for Learning, 2014).

Observation Two
In the video at 4:05, I can be observed demonstrating the use of providing a student with
an opportunity to respond. This opportunity to respond allowed the student to participate and
become more engaged in the lesson, and will help her be more successful in her other classes as
well. According to MacSuga-Gage & Gage, 2015, there is a strong correlation between
opportunities to respond and student behavior and accomplishment in the classroom. For
teachers to promote student success in the classroom, providing each student with an opportunity
to respond will increase student success and positive behaviors within the classroom (MacSuga-
Gage & Gage, 2015, p. 275-276). The use of opportunity to respond and student growth in the
classroom are closely aligned with UDL principle of providing multiple means of representation
with supplying and activating background and information. This also encourages more
participation in the classroom, and students that are engaged are less likely to present behavioral
or academic challenges (National Center on Universal Design for Learning, 2014).

Observation Three
In the video at 4:54, I can be observed demonstrating the use of providing specific and
immediate feedback with a student. Providing the specific and immediate feedback that I did
allowed the student to become more engaged in the lesson, and allowed him to receive a higher
grade on the assignment. According to Simonsen & et al., 2010, the use of specific and
immediate feedback can address many behavioral and academic concerns in the classroom, by
providing a supportive and consistent environment for each student. Students that are successful
in class and those that are engaged tend to do better in the classroom academically and socially;
the use of specific feedback helps to ensure that each student has an opportunity to become more
successful in each classroom (Simonsen & et al., 2010, p. 303). The use of specific and
immediate feedback is closely aligned with and supported by UDL principle of providing
multiple means of action and expression using a variation of responses and navigation during
instructional time (National Center on Universal Design for Learning, 2014).
Running head: SEAGER_JOURNAL M#7-OPPORTUNITIES TO RESPOND

References
Haydon, T., Mancil, G.R. & Van Loan, C. (2009). Using opportunities to respond in general

education classroom: A case study. Education and Treatment of Children, 32(2), p. 267-

268.
MacSuga-Gage, A.S. & Gage, N.A. (2015). Student-level effects of increased teacher-directed

opportunities to respond. Journal of Behavioral Education, 24(3), p. 275-276.

National Center on Universal Design for Learning. (2014). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
Simonsen, B., Myers, D. & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities

to respond, and specific praise. Teacher Education and Special Education: The Journal

of the Teacher Education Division of the Council for Exceptional Children, 33(4), p. 303.