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Response Cards

Response cards are used to encourage participation from students who are reluctant to answer questions verbally. They allow students to privately select an answer using a pre-printed card or whiteboard. This gives students an opportunity to participate without fear of being wrong or embarrassing themselves. Response cards come in various formats like true/false, multiple choice, or sentence strips and can be used across subjects. They are particularly helpful for students with disabilities, behavioral issues, lack of focus, or English language learners by increasing engagement and comprehension.

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132 views2 pages

Response Cards

Response cards are used to encourage participation from students who are reluctant to answer questions verbally. They allow students to privately select an answer using a pre-printed card or whiteboard. This gives students an opportunity to participate without fear of being wrong or embarrassing themselves. Response cards come in various formats like true/false, multiple choice, or sentence strips and can be used across subjects. They are particularly helpful for students with disabilities, behavioral issues, lack of focus, or English language learners by increasing engagement and comprehension.

Uploaded by

api-314847014
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
Download as pdf or txt
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Whats a response

card even for?


Not all kids like raising
their hands to answer
questions. They might be
embarrassed of getting the
answer wrong OR they may
lack the motivation to
participate. Basically,
response cards are used to
encourage students to
participate to learn! Here
are a few ideas to help those
kids who wont talk in class
actually want to be active
when questions are asked:

- Pre-printed true/false
cards
- Pre-printed A,B,C,D
cards
- Pictures printed on
cards
- Pre-printed sentences
for language and
reading development
- Personal marker
boards for each
student (math skills)
- Flags to determine
when one is done
reading, finished with
problem, or ready to
go/cleaned up for the

Response Cards
Strategies
What is a response card?

A preprinted card, marker


board, or stick with answer on
it to delegate a chosen
response to a question or
problem asked by teacher
Why use response cards?
There are always those awkward pauses
where no student will answer a question.
Some may be distracted, some may not know
the answer, and some may be scared of getting
the answer wrong. Response cards allow kids
the opportunity to pick from answers based
off the response cards given to them. The
teacher can evaluate all students when they
show their answer. If there are still some kids
struggling, the teacher can say check with
your neighbors in order to encourage peer
involvement and active participation. They
help the kids who may not fully comprehend
what is being asked of them. Response cards
can be used in Math, Science, Social Studies,
and Language Arts.

How do I make a response card?

Making response cards for multiplication and


division:

Multiply

What is the
product of 3 and
6?

Divide

What
does
product
mean?

18

What type of students do Response cards work


best for?
-

Students with mild disabilities


Students with behavioral disorders
Students who lack focus
Students with emotional and social disorders
English Language Learners

Schwab, J. R., Tucci, S., & Jolivette, K. (2013). Integrating Schema-based Instruction and Response Cards for Students
with Learning Disabilities and Challenging Behaviors. Beyond Behavior, 22(3), 2430
Crystalyn I. Schnorr, Shaqwana Freeman-Green, David W. Test. (2015) Response Cards as a Strategy for Increasing
Opportunities to Respond: An Examination of the Evidence. Remedial and Special Education, 37: 41-54 14p.
doi:10.1177/0741932515575614
Cakiroglu, O. (2014). Effects of preprinted response cards on rates of academic response, opportunities to respond, and
correct academic responses of students with mild intellectual disability. Journal Of Intellectual &
Developmental Disability, 39(1), 73-85 13p. doi:10.3109/13668250.2013.844777

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