Alice, Sam, and Nicky were 11-year-old students who had emigrated from China, Pakistan, and Iran respectively, 2 to 4 years prior to the study. Leo and Brenda (both 10 years old) were native English speakers who had a history of school-related anxiety and excessive absences.
The students ranged from low to high achievers academically. The teacher identified these 5 students as reluctant to respond during whole-class question-and-answer sessions. The current study investigated the relative effects of response cards and hand raising on student participation and academic achievement and on teacher behavior during whole-class vocabulary instruction.Īlthough the whole class used response cards, the impact on 5 students was studied.
Christle and Schuster (2003) reported anecdotally that a teacher provided more feedback and modified instruction to improve student understanding when the students used response cards. Response cards allow the teacher to assess the understanding of the class as a whole and provide feedback to the group or to individual students ( Heward, 1994). To date, research on response cards has focused on student, rather than teacher, behavior ( Randolph, 2007). A meta-analysis ( Randolph, 2007) found large effect sizes for achievement on tests, responsiveness in class, and decreases in problem behavior when students used response cards. The current literature shows that response cards increase the frequency and accuracy of student responding during whole-class instruction ( Narayan, Heward, & Gardner, 1990), increase scores on immediate assessments ( Maheady, Michielli-Pendl, Mallette, & Harper, 2002), increase scores on delayed assessments ( Christle & Schuster, 2003), and reduce disruptive behavior ( Armendariz & Umbreit, 1999). Students use these small whiteboards to print answers to teacher questions and hold up the cards to show their answers ( Heward et al., 1996). One promising strategy designed to increase active student responding via opportunities to respond is response cards. Pageviews are valid for 1 year.Students learn best when they are actively engaged in learning relevant instructional material ( Bost & Riccomini, 2006). This means that you will pre-pay for a number of pageviews, then you'll have to come back to order more after your site has been viewed that number of times.įor example, if you order 250,000 page views, when your webpages using the webfonts have been viewed 250,000 times, you will need to buy the webfont package again for an additional number of prepaid pageviews. You get a total number of prepaid pageviews that can be used over time.
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