CUES,QUESTIONS,ADVANCE ORGANIZERS

Cues, Questions and Advance Organizers

June Preszler, TIE, September of 2007

ESTABLISHED GOALS:

Awareness

Practice

Transfer

STRATEGY EXPLANATION

Cues Reminders or hints about upcoming material Trigger memories Allow connections

Questions Similar to cues—what’s already known Higher order questions preferred

Advance organizers Essential information Prepares students to learn Organizational frameworks Used BEFORE teaching new content

QUESTIONS TO PONDER . . .

Why question? What do we question? When should we concentrate on questioning?

WHAT WERE WE THINKING . . .

1. Group together in twos.

2. Determine who will be Partner A and who will be Partner B.

3. Partner A: please come forward and pickup the handout. Do not share with handout with partner.

4. Wait for further instructions.

WHAT WERE YOU FEELING?

Were you stressed out?

Do you think we stress students out?

What do you think would have happened if you would have been given longer to answer the questions?

Were there questions that were easier to answer? More difficult? Which ones?

Gives more think time.

Confidence increases.

Number of “thick” questions increases.

Simple and increases student-to-student interaction.

More questions are asked by the responder.

Responder makes more inferences and supports it with data.

· After a question.· After a response. · Before

responding.

Silence/Wait Time

TWO TYPES OF WAIT TIME

Wait Time I – the length of time you pause after asking a question.

Wait Time II – the length of time you wait after the student comments or asks another question.

How long do you think you wait?

SILENCE/WAIT TIME

As teachers, we need to be very conscious of wait time.

Research shows that teachers typically wait less than 1 second after posing a question.

After a student replies to a question, teachers generally wait less than 1 second before commenting or asking another question.

QUESTION AND WAIT TIME Elementary teachers who thought they

asked 12 to 20 questions every 30 minutes actually asked 45-50 questions. (Nash and Shiman, 1974; Fillippone, 1998)

Higher order questions produce more learning, but most of the questions teachers ask are lower order in nature. (Davis, O.L., & Tinsley, 1967; Fillippone, 1998; Guszak, 1967; Mueller, 1973)

Wait time increases the length and depth of responses and student-to-student interaction. (Swift & Gooding, 1983)

WHEN QUESTIONING . . .

Who? What? When? questions sometimes lead to dead ends.

Why? How? questions may be more fruitful. When developing units/lessons/activities, generate

at least two questions you want the students to be able to answer during or after the unit/lesson/activity is completed.

BLOOM’S TAXONOMY OF QUESTIONING

Teachers tend to ask questions in the “knowledge” category of Bloom’s Taxonomy

80-90 percent of the time.

What impact does this have on student learning?

TEACHING MEANING When we teach inferences,

we…

INFERENCE TEST A businessman had just turned off the

lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up and the man sped away. A member of the police force was notified.

William V. Haney Uncritical Inference Test

FACT OR INFERENCE? Facts: Made after an observation, do

not speculate or presume, close to certainty, can be proven

Inferences: Go beyond observations, speculative, degrees of probability

BILLBOARD INFERENCES On a billboard near Sturgis…

OUR BUFFET IS MORE FUN THAN POKER, ALICE

THE BILLBOARD ITSELF

MISSED BY BEV DOOLITTLE

Details

Inferences

GHOST OF GRIZZLY TREEBY BEV DOOLITTLE

Guesses Reasons for Guesses

SOLVING THE MYSTERY Mysteries get reluctant students

enthusiastic Mysteries, with their intrigue,

characters, and gradually revealed storyline, hold the students' interest.

Students use deductive reasoning and research skills to solve the mystery.

ON THE WEB Cathy concocted a plan to kill Ray, her

drug-dealing husband. How did she get away with it?

http://www.mysterynet.com

CLUE Ray didn't use cocaine; he just sold it.

CLUE Cathy got Ray's customers to do the

dirty work.

CLUE No one knew of Cathy's plan, and she

was never caught.

CLUE Cathy bought a canister of talcum

powder.

SOLUTION Cathy substituted a batch of cocaine

with talcum powder. Ray's customers tested the purchase. A fight ensued and Ray was killed.

QUESTIONING THE AUTHOR Each employee must wash his

hands thoroughly with warm water and soap after each trip to the toilet and before beginning work.

EACH EMPLOYEE MUST WASH HIS HANDS THOROUGHLY WITH WARM WATER AND SOAP AFTER EACH TRIP TO THE TOILET AND BEFORE BEGINNING WORK.

What is the author trying to tell you?

Why is the author telling you that?

Is it said clearly? How might the author have

written it more clearly? What would you have wanted to

say instead? From Reading Quest Strategies/Questioning the Author/www.readingquest.org

VOCABULARY INFERENCES

Word What We Infer It Means What Helped Us

RubbleNuzzlingSatchels

Mark with a C when thinking is confirmed. Mark with an X when the dictionary definition contradicts our own.

TEACHING THE TALK

“Inferring is thinking in your head to help you understand, when the story doesn’t let you in on it.” –Colin

“When we infer together it’s like a wire that connects from my head to someone else’s head, on and on and on, all around the circle.” –Riley

“Inferring is something I keep with me—wherever I go, it follows me around. I carry it with me to figure out things in my life.” –Frank

CAMILLE’S TAKE ON INFERENCES “I’m inferring my dog is really good at

it, like last night when I went to get his leash, he ran to the door! He was inferring I was going to take him for a walk. And whenever he hears the garage door opening, he starts jumping all around because he’s inferring my dad’s home.”

Kid quotes and Vocabulary inferences from Reading with Meaning by Debbie Miller

ADVANCE ORGANIZERS

Organizational frameworks teachers present to students

prior to teaching new content

to prepare them for what they are about to learn.

WHY USE ADVANCE ORGANIZERS?

Help organize the unorganized Help students access background

knowledge to learn new information

READ AND SEE

FINISHED FILES ARE THE

RESULT OF YEARS OF SCIENTIFIC

STUDY COMBINED WITH THE

EXPERIENCE OF YEARS.

Now count to yourself the F's in that sentence. Count them ONLY ONCE; do not go back and count them again.

SCHEMA THEORY Schema theory explains how our

previous experiences, knowledge, emotions, and understandings affect what and how we learn.

(Harvey and Goudvis, Strategies That Work: Teaching Comprehension to Enhance Understanding, 2000)

SCHEMA—COAT HANGER

The skeleton that you hang your understanding on….

ROCKY AND SCHEMA Rocky slowly got up from the mat,

planning his escape. He hesitated a moment and thought. Things were not going well. What bothered him most was being held, especially since the charge against him had been weak. He considered his present situation. The lock that held him was strong, but he thought he could break it.

PRIOR KNOWLEDGE Story Impressions ABC Alphabet Chart

STORY IMPRESSIONS When Human Heads Were Footballs Vikings Game Heads Bladder Pigskin

ACTIVATION THE ABC WAY Reading Strategies to Guide Learning,

page 7 Virtual World of Second Life Independently Share with partner or small group Share with class Write a prediction of what you think

you’ll learn

EVEN 2ND LIFE HAS TO UPGRADE!

2ND LIFE HOME

RESOURCES:

• Costa, Arthur L., et. al. (2002) Cognitive Coaching: A Foundation for Renaissance Schools. Christopher-Gordon Publishers, Inc: Norwood, MA.

• Costa, Arthur L., et. al. (2005) Cognitive Coaching Foundation Seninar Learning Guide. Center for Cognitive Coaching: Highlands Ranch, CO.

• Marzano, Robert, et al. (2003) What Works in Schools: Translating Research into Action. ASCD: Alexandria, VA.

• Marzano, Robert, et.al. (2001). A Handbook for Classroom Instruction that Works. ASCD: Alexxandria, VA.

• Marzano, Robert. (2003). What Works in Schools: Translating Research into Action. ASCD: Alexandria, VA.

• Rowenhorst, Barb and Lange, Pam. Improving Student Achievement: Instructional Strategies. SD ESA Conference, August 2006.

RESOURCES: GRAPHIC ORGANIZERS

• http://www.writedesignonline.com/organizers• http://teacher.scholastic.com• http://www.eduplace.com/graphicorganizer/index.html• http://www.readingquest.org