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Heather

Morehouse #9

RESPONSE CARDS

What are Response Cards?


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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:

Excellent for non/low verbal students


ESL students
ADHD
Health/Orthopedic Impairments

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

IMPLEMENTING RESPONSE CARDS

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.