Title: McREL Instructional Strategies Cues and Questions
1Cues, Questions Advance Organizers
Created by The School District of Lee County,
CSDC in conjunction with Cindy Harrison, Adams
12 Five Star Schools
2Participant Outcomes
- Participants will
- Understand the purpose and importance of ques,
questions, and advance organizers - Identify ways to implement ques, questions, and
advance organizers in the classroom - Review examples of ques, questions, and advance
organizers
3(No Transcript)
4Questions and Cues
- Discussion questions
- What makes a good question?
- How do you currently use cues in your classroom?
5Cues and Questions
- Heart of classroom practice
- Account for 80 of what occurs in a classroom on
a given day - Involve explicit reminders/hints about what
students are about to experience - Activate background knowledge
- Aid students in process of filling in missing
information
6Research and Theory aboutQuestions and Cues
- Generalizations based on research
- Should focus on what is important not unusual.
- Higher level questions produce deeper learning.
- Increasing wait time increases depth of answers.
- Questions are an effective tool even before a
learning experience.
7Research and Theory aboutQuestions and Cues
- Generalization 1
- Should focus on what is important, not unusual.
- Unusual may be interesting but can distract from
what is important - Generalization 2
- Higher level questions produce deeper learning.
- Causes students to restructure info
8Sample Lower Level Questioning
- Based on Bloom's Taxonomy, Developed and Expanded
by John Maynard - I. KNOWLEDGE (drawing out factual answers,
testing recall and recognition)Â - II. COMPREHENSION (translating, interpreting and
extrapolating)Â - III. APPLICATION (to situations that are new,
unfamiliar or have a new slant for students)Â
9Sample Higher Level Questioning
- IV. ANALYSIS (breaking down into parts, forms)Â
- V. SYNTHESIS (combining elements into a pattern
not clearly there before)Â Â Â - Â
- VI. EVALUATION (according to some set of
criteria, and state why)Â
10Now You Practice
- Think about a topic you teach.
- Write a question you could ask students that
would engage the students in each of the 6 levels
of Blooms taxonomy.
11Webbs Depth of Model Knowledge
- Sept 2004 DOE memo regarding Cognitive
Classification of Test Items - Dr. Norman Webb is a professor at the University
of Wisconsins Center for Educational Research - 3 levels of cognitive complexity low, moderate,
and high - http//facstaff.wcer.wisc.edu/normw/
12Research and Theory aboutQuestions and Cues
- Generalization 3
- Increasing wait time increases depth of answers.
- Should be several seconds
- Gives students more time to think
- Increases discussion and interaction
- Generalization 4
- Questions are an effective tool even before a
learning experience. - Develops framework
-
13Recommendations for Classroom Practice on
Questions and Cues
- Use Explicit Cues
- Ask Questions that Elicit Inferences
- Use Analytic Questions
14Recommendations for Classroom Practice on
Questions and Cues
- Use Explicit Cues
- Preview of what about to learn
- Activates prior knowledge
- Should be straightforward
- Examples
- Tell what lesson is about
- Tell what standards/benchmarks will be covered
15Recommendations for Classroom Practice on
Questions and Cues
- Ask Questions that Elicit Inferences
- Use Analytic Questions
16Two Categories of Questions
- Inferential
- Help students fill in gaps from a lesson,
activity, reading
- Analytic
- Often require students to use prior knowledge in
addition to new knowledge to analyze, critique
information
17Inferential Questions
- Answer is implied
- Read between the lines
- Student fills in gaps
- Use prior knowledge
- Use new knowledge
18Inferential Questions
- Four categories
- Things and people
- Actions
- Events
- States
191. Things and People
- What effect does the fairy godmothers visit have
on Cinderellas life?
202. Actions
- How did Cinderella feel after the ball?
213. Events
- What is the significance of the ball?
224. States
- The fairy godmother changed Cinderellas outside
appearance. What changes probably occurred in
the way she felt inside?
23Activity
- With a partner, write 2 questions about one of
the below topics that could be used to help
students make inferences about the topic (can
probe about things people, actions, events, or
state of being).
24Two Categories of Questions
- Inferential
- Help students fill in gaps from a lesson,
activity, reading
- Analytic
- Often require students to use prior knowledge in
addition to new knowledge to analyze, critique
information
25Analytic Questions
- Require students to analyze and critique the
information - Require them to use prior knowledge
- Require them to use new knowledge
- Designed around highly analytic thinking and
reasoning skills - Have more than one answer
26Analytic Questions
- Three Skills
- Analyzing Errors
- Constructing Support
- Analyzing Perspectives
271. Analyzing Errors
- If you assume good wins over evil as the logic
of this story, how might this reasoning be
misleading? Use your knowledge of the world to
guide your thinking.
282. Constructing Support
- You are Cinderella. What is your argument with
your stepmother about why you should go to the
ball?
293. Analyzing Perspectives
- Why would someone consider the stepmother to be
good? What is your reasoning to support your
answer?
30Check Your Understanding
- Create a Venn diagram with your table partners
that shows similarities and differences between
inferential and analytic questions.
31Advance Organizers
- An Advance Organizer is an organizational
framework teachers present to students prior to
teaching new content to prepare them for what
they are about to learn. - Discussion question
- When have you used advance organizers in your
classroom?
32When to use Advance Organizers
- Group projects
- Interactive lessons
- Lectures
- Homework assignments
- Class work assignments
- Other content area instructional activities
- Almost every activity in the general education
and special education classroom
33Research and Theory about Advance Organizers
- Generalizations based on research
- Should focus on what is important not unusual.
- Higher level advance organizers produce deeper
learning. - Most useful with information that is not well
organized. - Different types produce different results.
34Research and Theory about Advance Organizers
- Generalization 1
- Should focus on what is important not unusual.
- Unusual may be interesting but can distract from
what is important - Generalization 2
- Higher level advance organizers produce deeper
learning. - Causes students to restructure info
35Research and Theory about Advance Organizers
- Generalization 3
- Most useful with information that is not well
organized. - Organizes information within a learning structure
- Generalization 4
- Different types produce different results.
- 4 Types
-
36Recommendations for Classroom Practice on
Advance Organizers
- Use all 4 types of advance organizers
- Expository
- Narrative
- Skimming
- Graphic
- Not the only types
- Advance organizers come in many formats
37Expository
- Describes content
- Written or oral
- Can include text and/or pictures
- Helps see patterns
- Example
Neurons are nerve cells that transmit nerve
signals to and from the brain at up to 200 mph.
The neuron consists of a cell body (or soma) with
branching dendrites (signal receivers) and a
projection called an axon, which conduct the
nerve signal. The axon, a long extension of a
nerve cell, and take information away from the
cell body. Myelin coats and insulates the axon
increasing transmission speed along the axon.
The cell body (soma) contains the neuron's
nucleus (with DNA and typical nuclear
organelles). Dendrites branch from the cell body
and receive messages.
38Narrative
- Story format
- Makes personal connections
- Makes seem familiar
- Example
- Before beginning a unit about the experience of
immigrant groups who moved to the U.S., Mr.
Anderson told the story of his grandfather, who
immigrated from Sweden.
39Skimming
- Preview important information quickly by noting
what stands out in headings and highlighted
information - Pre-reading questions or SQ3R (survey, question,
read, recite, review) can be helpful before
skimming - Example
- When beginning a new lesson, gives students 60
seconds to skim an article paying close attention
to headings, subheadings, and the first sentence
of each paragraph. - This helps students become aware of what
information they will be learning when they read
the article more carefully.
40Graphic Organizers
- Type of nonlinguistic representation which
visually represents what the students will learn - Examples
41Graphic Organizers-More Examples
- Find words that rhyme
- Inverted Triangle (going from general to
specific)
There's hundreds!!!!
42Graphic Organizer Activity
- Your 1st grade class has just completed a field
trip to the Cypress Swamp. - Their task is to write an essay describing a
Cypress Swamp.
Cypress Swamp
43Partner Activity
- Count off by 3s
- In your group discuss
- Teachers say they dont have time to develop
cues, questions, and advance organizers. What
would you say to them? - Person 3 rotate to a new group and summarize
your groups discussion. Then discuss. - How could you model the use of these 3
strategies? - Person 2 rotate and summarize. Discuss
question - What are look fors in the classroom for
effective use of these strategies?