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Morehouse #9
RESPONSE CARDS
A visual choice tool for students to display understanding of material being taught
Allows quick assessment by teacher to gauge understanding among all students
Allows all students to engage and participate
Targets growth and comprehension
Can be used in a variety of subjects
At any point in the lesson, you can pose a question to your students and rather than
hearing from just one or two students, you get to see everyones answer.
ALL STUDENTS can participate in responding:
No restrictions- can be adjusted for a variety of learning abilities and grade levels
with simple modifications.
Variety of type of response cards- GET CREATIVE!!!
ITS FUN AND ENGAGING FOR THE WHOLE CLASS!!!
Can be used during small units of time- before/after lunch, dismissal, waiting for
assemblies to start
Create teams and challenge each team to get the most points for right answers to
win a prize!!! Encourages collaboration and teamwork!!!
Heather Morehouse #9
1.
CREATE
CREATE
A
SET
OF
STUDENT
RESPONSE
CARDS
FOR
EACH
STUDENT.
CARDS
CAN
BE
CREATED
WITH
INDEX
CARDS
OR
DIFFERENT
COLORED
PIECES
OF
PAPER
OR
CARDSTOCK,
DRY
ERASE
BOARDS
FOR
WRITTEN
ANSWERS.
THEY
CAN
BE
LABELED
WITH
ANSWER
CHOICES,
SUCH
AS
A,
B,
C,
D,
OR
COLOR-CODED,
SUCH
AS
GREEN
FOR
YES
AND
RED
FOR
NO
OR
EVEN
DIFFERENT
FACE
EMOTIONS
OR
SYMBOLS,
BASED
ON
THE
UNIT
BEING
TAUGHT
AND
AGE
GROUP.
PUT
SETS
OF
CARDS
IN
AN
ENVELOPE
OR
PUNCH
A
HOLE
IN
THE
TOP
LEFT
CORNER
OF
EACH
CARD
AND
ATTACH
CARDS
WITH
A
RING.
2.
ASK
POSE
A
QUESTION
TO
THE
CLASS
REGARDING
INFORMATION
JUST
COVERED
IN
YOUR
LESSON.
HAVE
STUDENTS
HOLD
UP
THEIR
CARD
WITH
THE
CORRESPONDING
ANSWER
TO
YOUR
QUESTION.
3.
ASSESS
PERFORM
A
QUICK
SCAN
ACROSS
THE
CLASSROOM
TO
SEE
EACH
STUDENTS
ANSWER.
THIS
GIVES
YOU
AN
IDEA
OF
WHO
HAS
A
GRASP
ON
THE
INFORMATION
PRESENTED
AND
WHO
DOES
NOT.
REFERENCES
Joseph,
L.
M.
(2008).
Understanding,
Assessing
and
Intervening
on
R eading
Problems.
Bethesda,
MD.
National
Association
of
School
Psychologists,
72,
35-37.
Berrong,
A.K.,
Schuster,
J.W.,
Morse,
T.E.,
&
Collins,
B.C.,
( 2007),
The
effects
of
response
cards
on
active
participation
and
social
behavior
of
student
with
moderate
and
severe
disabilities.
Journal
of
Developmental
and
Physical
Disabilities,
19,
187-199.
Clarke,
L.S.,
Haydon,
T.,
B auer,
A.,
&
Epperly,
A.C.,
(2016),
Inclusion
of
students
with
an
intellectual
disability
in
the
general
education
classroom
with
you.
60:1,
35-42.
Heather Morehouse #9
Classroom Activity
Read a short story and have students responds with yes/no cards to
questions as the story progress.