Cues, Questions, and Advance Organizers

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Cues, Questions, and Advance Organizers

• Chapter 10
• Roger Gottlob

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Cues, Questions, and Advanced Organizers
Techniques to help students activate Prior
learning. Cues Hints about what students will
experience. Questions Teachers ask questions
to get students to think about what is to
come. Advanced Organizers Bridge the gap
between what is known and what will be learned.
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Guides for Using Cues and Questions

• Cues and questions should focus on what is most
  important.
• Avoid using information that is unusual or just
  interesting.
• Student interest increases as they know more
  about a topic.
• Higher level questions produce deeper learning
  than lower level questions.
• Wait time is important.
• pause following asking a question
• pause following a student response
• pause following any utterance

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Guides for Using Cues and Questions Continued

• Questions are effective learning tools even when
  used before a learning experience.
• Questions establish a mental set for
  learning.
• Higher level questions will encourage higher
  level of learning.

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Questions help students fill-in missing
information.
Questions can help students make inferences Some
Examples... What action is usually performed by
this person? Does this thing have a particular
taste? Does this thing have a particular
value? How is the value changed by this
action? During what season does this event
normally take place? At what point in history did
this event happen? What are the changes that
occur when something reaches this state?
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Analytic Questions
Analyzing Errors Identifying errors in logic.
(e.g. What are errors in reasoning in this
statement?) Constructing Support Constructing
support for an assertion. (e.g. What is an
argument that would support the following
claim?) Analyzing Perspectives Articulating
personal perspectives about issues. (e.g. Why
would someone consider this to be good?)
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Advance Organizers
Types of Organizers Expository Narrative
Skimming Graphic