List of Examples:

Dry Erase Board

Pre-printed cards
Signs (ABCD,
True/False,
Yes/No,
Plus/Minus)
Poster Boards

Information on population
o

Who can benefit from using Response Cards?

Students with ADHD
Students with Specific learning disabilities
English Language Learners (ELL)
Students with Autism
Intellectual disabilities
Speech Language Impairment
All students in inclusion/general education classrooms
How does this strategy work?
This strategy works by using a set of multiple-choice questions, asking each question
and providing students with their four choices, and students responding with a card.
Why does this strategy work?
This strategy keeps the pace of a lesson moving quickly, and it helps increase the
response rates in any lesson. Students are not able to tune out and it allows the teacher
to assess the understanding of the class as a whole and give feedback to the group or
to individual students.

Benefits of using Response Cards:

Aids Memorization (helps spell and write).

It is fun for everyone involved.
Teachers get immediate knowledge of the students understanding.
Provides more opportunities to respond.
Increases on-task behaviors.
Low Cost; Easy to make.
Promotes academic achievement in students of all ability levels.

Implementation:
1. Determine the type of response cards based on the instructional delivery (i.e., yes/no, ABCD,
student write-on dry erase board)
2. Instruct student on the acceptable procedures for using response cards (Ex: where to hold the
card)
3. Deliver instruction to students.
4. Elicit responses from students.
5. Note responses either through written documentation or through making observations.
6. Decide to move on the next lesson or reteach the material, based on the responses provided by the
students.
7. Make written or mental notes of student that you notice are struggling with the content. These
students could become a flexible group for small group instruction.
References:
8.
DUCHAINE, E. L., GREEN, K. B., & JOLIVETTE, K. (2010). Using Response Cards as a Classwide Intervention to Decrease Challenging Behavior. Beyond Behavior, 20(1), 2-10.
Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response
Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional
Children, 48(5), 243-249.
Pennington, R. C., & Courtade, G. R. (2015). An Examination of Teacher and Student Behaviors
in Classrooms for Students With Moderate and Severe Intellectual Disability. Preventing School
Failure, 59(1), 40. doi:10.1080/1045988X.2014.919141