2. Participant 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. Post a thought
Work as a group at your table
Take a sticky note and jot down all the
Marzano strategies your group can recall.
Listen to and view cues and questions to
activate your prior knowledge.
4. Cues and Questions
One strategy has 4 different forms: compare, contrast, create
metaphors, create analogies.
How can you use a strategy that deletes trivial and redundant
material?
When a student provides active participation how might this
behavior be repeated?
Reinforce the home school connection through…
Graphic organizers
Pair and share, knee to knee, who’s your shoulder partner?
Describe what the learners will be able to do today and how well
they achieved it afterwards.
What strategy would involve inductive and deductive reasoning?
Expository, narrative, skimming, and graphic
5. Average Percentile
No. of
Category Effect
ESs
Size (ES) Gain
Identifying similarities and differences 1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing effort and providing recognition 0.80 29 21
Homework and practice 0.77 28 134
Nonlinguistic representations 0.75 27 246
Cooperative learning 0.73 27 122
Setting objectives and providing feedback 0.61 23 408
Generating and testing hypotheses 0.61 23 63
Questions-cues-advance organizers 0.59 22 1,251
6. How can I possibly remember all of
those strategies?
I saw Robin helping Nathan
coach some gifted children.
7. Questions and Cues
Discussion questions:
What makes a good question?
How do you currently use cues in your
classroom?
8. Cues 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
9. Research and Theory about
Questions and Cues
Generalizations based on research:
2. Should focus on what is important not unusual.
3. Higher level questions produce deeper learning.
4. Increasing wait time increases depth of answers.
5. Questions are an effective tool even before a
learning experience.
10. Research and Theory about
Questions 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
11. Sample Lower Level Questioning
Based on Bloom's Taxonomy, Developed and
Expanded by John Maynard
I. KNOWLEDGE (drawing out factual answers,
testing recall and recognition)
II. COMPREHENSION (translating, interpreting
and extrapolating)
III. APPLICATION (to situations that are new,
unfamiliar or have a new slant for students)
12. Sample Higher Level Questioning
IV. ANALYSIS (breaking down into parts,
forms)
V. SYNTHESIS (combining elements into a
pattern not clearly there before)
VI. EVALUATION (according to some set
of criteria, and state why)
13. Now You Practice…
Think about a topic you teach.
Write questions you could ask students
that would engage the students in each of
the 6 levels of Bloom’s taxonomy.
14. Research and Theory about
Questions 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
15. Recommendations for Classroom Practice on
Questions and Cues
a. Use Explicit Cues
b. Ask Questions that Elicit Inferences
c. Use Analytic Questions
16. Recommendations for Classroom Practice on
Questions and Cues
a. 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
17. Recommendations for Classroom Practice on
Questions and Cues
a. Ask Questions that Elicit Inferences
b. Use Analytic Questions
18. Two Categories of Questions
Inferential Analytic
Help students fill in Often require students
gaps from a lesson, to use prior
activity, reading knowledge in addition
to new knowledge to
analyze, critique
information
19. Inferential Questions
Answer is implied
Read between the lines
Student fills in gaps
Use prior knowledge
Use new knowledge
24. 4. States
The fairy godmother changed Cinderella’s
outside appearance. What changes probably
occurred in the way she felt inside?
25. Activity
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).
Valentine’s Day Designing a Building
Hypoglycemia Magnet
26. Two Categories of Questions
Inferential Analytic
Help students fill in Often require students
gaps from a lesson, to use prior
activity, reading knowledge in addition
to new knowledge to
analyze, critique
information
27. Analytic 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
29. 1. 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.
30. 2. Constructing Support
You are Cinderella. What is your argument
with your stepmother about why you should
go to the ball?
31. 3. Analyzing Perspectives
Why would someone consider the stepmother
to be good? What is your reasoning to
support your answer?
32. Check Your Understanding
Create a Venn diagram with your table partners
that shows similarities and differences
between inferential and analytic questions.
33. Advance 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?
34. When 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
35. Research and Theory about
Advance Organizers
Generalizations based on research:
2. Should focus on what is important not unusual.
3. Higher level advance organizers produce deeper
learning.
4. Most useful with information that is not well
organized.
5. Different types produce different results.
36. Research 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
37. Research 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
38. Recommendations for Classroom Practice on
Advance Organizers
Use all 4 types of advance organizers
1. Expository
2. Narrative
3. Skimming
4. Graphic
Not the only types
Advance organizers come in many formats
39. Jigsaw II
Each group will research one of the advance
organizers: expository, narrative, skimming,
and graphic organizers.
Each person in the group will have a product
to share. (definition, examples, nonlinguistic)
Use the graphic organizer to take notes.
40. Expository
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.
41. Narrative
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.
42. Skimming
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.
43. Graphic Organizers
Type of nonlinguistic representation which
visually represents what the students will
learn
Examples:
45. Partner Activity
Count off by 3’s
In your group discuss:
Teachers say they don’t 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 group’s
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?
46. In conclusion
Before learning new information, teachers should
help students retrieve what they already know about
a topic or “activate prior knowledge”.
Cues, questions and advance organizers are three
common ways that a classroom teacher helps
students use what they already know about a topic to
learn new information.
Cues give hints of what is to be learned.
Analytical and inferential questions asked of students
before learning help fill in the gaps and provide a
focus for learning.
Narrative advance organizers, skimming, and graphic
organizers help students focus on important
information by providing a mental set.
Editor's Notes
It is based on the work of Dr. Bob Marzano and McREL (Mid-continent Research for Education & Learning as presented by them and found in: Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Marzano, Pickering, and Pollock A Handbook for Classroom Instruction that Works by Marzano, Norford, Paynter, Pickering, and Gaddy
In the early 1970’s, educational researchers began studying the effects of instruction on student learning. With the assistance of Dr. Bob Marzano, McREL (Mid-continent Research for Education and Learning) analyzed selected research studies on instructional strategies that could be used in K-12 classrooms. What they found was that 9 instructional strategies produced the highest yielding gains in student achievement. While these findings are significant, it is important to remember that not there are not the only instructional strategies that should be used and that no instructional strategy works equally well in all situations. Additional notes if needed: (ES) or effect size expresses the increase or decrease in achievement of an experimental group (the group exposed to a specific instructional technique). These are measured in standard deviations (remember from stats classes 1 standard deviation above or below the mean is about 34% of your population). Percentile Gain were configured by McREL using a statistical conversion table. No. of ESs were the number of experimental studies that were examined for each strategy
Questions and Cues are both used to trigger prior knowledge. Activating prior knowledge is critical to learning of all types. Questions elicit from students what they already know about a topic. Cues involve hints about what students are about to experience.
Cues and questions are ways that a classroom teacher helps students use what they already know about a topic. Cues and questions are similar in that they both involve “hints” about what students are about to experience or already know about a topic. A teacher may cue the class by telling them they are going to watch a video about cells. Throughout the video, she may ask questions that elicit what they already know about the topic. Heart of classroom practice 80%… Teachers who thought they were asking 12-20 questions every half hour were actually asking 45-150 questions.
The research yielded 4 generalizations that can guide teachers in using cues and questions. Here are the 4 and then we’ll look at each in more detail.
For #1, often teachers structure questions around what is unusual or what they think students will find interesting instead of what is important. They do this thinking it will increase students’ interest on the topic. In reality, research indicates that just knowing more about a topic increases the interest level of most students. For #2, think of this in terms of Bloom’s taxonomy. Asking higher level questions (analysis, synthesis, evaluation) will promote thinking at higher and more in depth levels than asking lower level questions (knowledge, comprehension, application.) Most questions teachers ask are lower order in nature. There are many definitions of higher-level questions but they all have the common feature of requiring students to restructure information or apply knowledge in some way.
Review slide. Ask participants to give words or sentence starters that trigger each level. I. KNOWLEDGE who, where, describe, which one, what, how, define, what is the best one, why, match, choose, how much, when, select, omit, what does it mean II. COMPREHENSION own words, classify, which are facts, what does this mean,judge, is this the same as, give an example, infer, select the best definition, condense this paragraph, show, what would happen if, state in one word, indicate, explain what is happening, what part doesn't fit, tell, explain what is meant, what expectations are there, translate, read the graph/table, what are they saying, select, this represents what seems to be, match, is it valid that, what seems likely, explain, show in a graph/table, which statements support, represent, demonstrate, what restrictions would you add III. APPLICATION predict what would happen if, explain, choose the best statements that apply, identify the results of, judge the effects, select what would result, tell what would happen, tell how/when/where/why, tell how much change there would be
Review slide. Ask participants to give words or sentence starters that trigger each level. IV. ANALYSIS distinguish, what is the function of, identify, what's fact/opinion, what assumptions, what statement is relevant, what motive is there, related to/extraneous to/not applicable, what conclusions, what does author believe/assume, make a distinction,state the point of view of, what is the premise, what ideas apply, what ideas justify conclusion, what's the relationship between, the least essential statements are, what's the main idea/theme, what inconsistencies/fallacies, what literary form is used,what persuasive technique, implicit in the statement is V. SYNTHESIS create, how would you test, make up, tell, propose an alternative, compose, make, solve the following, formulate, do, plan, how else would you, choose,design, state a rule, develop VI. EVALUATION appraise, what fallacies/consistencies/inconsistencies appear, judge, which is more important/moral/better/logical/valid/ appropriate, criticize, find the errors, defend, compare
Facilitate activity.
In looking at “wait time,” there are 3 different types: after a teacher speaks, after a student speaks, or before a teacher speaks. It not only increases student discourse in general but also promotes more student-to-student interaction. For generalization #4, we usually think of questions being posed after learning has taken place. Questions can be effective before a learning activity, as well, to establish a “mental set” with which students process the learning experience. Here, too, remember that even when used for pre-learning, higher level questions tend to produce deeper levels of learning.
Based on the generalizations made from the research, there are 3 recommendations for classroom practice that teachers should be implementing---using explicit cues and asking 2 types of questions---inferential and analytical.
Cues should be elicit and straightforward. They will give students a preview of what they are about to learn and will activate prior knowledge. Example: Senora Nona starts her 3 rd grade class by asking if anyone has a friend who is known for borrowing things. Those people, she says, are called pediguenos in Spanish or leeches, in English. Senora Nina then explains: We dedicate our lesson today to the pediguenos because we are going to learn how to use possessive adjectives, or adjetivos posesivos. We will learn and practice the possessive adjectives for you, tu, el, ella. For example, Pete doesn’t use his own car, he borrows his friend’s car. Now let’s say it in Spanish.
There are 2 types of questions we want to focus on: inferential and analytical.
Review slide
Inferring involves going beyond the literal meaning of the text to derive what is not there but is implied. When you infer, you use the connections you have made and the information extracted from the text to form tentative theories and to create sensory images. “visualizing” like this makes reading come alive. You think you actually know the characters- how they look or sound. You imagine a setting and you feel you are there. You may feel empathy for the characters, sadness at tragic events, or anger at injustice- all because you understand the text beyond the literal level. Students learn to make inferences by reading meaningful texts that offer the opportunity for them to form such theories.
There are four categories of inferential questions that can be asked.
Review example
Review example
Review example
Review example
Facilitate activity and ask for volunteers to a question.
Now we are going to look at the 2 nd type of question: Analytical
Analysis skills are complex processes. These strategies take years to develop. Continue to develop these skills as adults. Guide students to think more analytically or critically about the text. The use of questions is one way to help develop this critical thinking skill. Prompt students to recall prior knowledge or the connections to their lives. Elicit emotional or aesthetic response. Encourage students to synthesize information to create new knowledge. Help students explore deeper meaning of texts. These questions promote understanding of different perspectives. They help students understand that there is no single correct answer but that all answers should be backed by evidence form the text.
Analytical questions can help students do 3 different types of things.
Review example
Review example
Review example
Facilitate activity. Have groups put on a chart and share with the class.
Review slide then ask question. Chart responses. Trainer notation: Answers will most likely be given that target different types of graphic organizers. If this is the case, when reviewing the 4 types of advance organizers, refer to this list and emphasize that graphic organizers are only one type of advance organizers.
Advance Organizers reveal what students already know and any misconceptions they may have. Should be used at the beginning of the year, beginning of a unit and beginning of a lesson. They should be provided for group projects, interactive lessons, lectures, homework assignments, class work assignments, and other content area instructional activities in almost every activity in the general education and the special education classroom.
The research yielded 4 generalizations that can guide teachers in using advance organizers. Here are the 4 and then we’ll look at each in more detail. Notice that the first 2 generalizations are the same as from cues and questions.
Just as in cues and questions… For #1, often teachers structure AOs around what is unusual or what they think students will find interesting instead of what is important. They do this thinking it will increase students’ interest on the topic. In reality, research indicates that just knowing more about a topic increases the interest level of most students. For #2, think of this in terms of Bloom’s taxonomy. Using AOs that target higher levels of thinking (analysis, synthesis, and evaluation) will promote thinking at higher and more in depth levels than using AOs that require lower level thinking (knowledge, comprehension, application.)
By definition, AOs give students a way to organize information within a learning experience. Well organized information is infinitely more powerful than poorly organized information. Ie. An AO might work better to prep for a field trip rather than using an AO to prep for reading a well organized chapter with clear heading and subtitltes. For #4, there are different types of AOs, each with a different purpose, so let’s take a look at them.
The recommendation that has come from the McREL research regarding AOs is that teachers should use multiple types of AOs and 4 are specifically targeted. Be aware these aren’t the only types and there are literally hundreds of different types of formats that can be used.
Participants will be placed into expert teams by color of paper. Resources will be given based on color of paper. After product is completed by each person, get into groups based on the four colors. (groups of four) Graphic organizers will be given for all to take notes on. Each “expert” will share important information from their colored notes page for others to put on their graphic organizer. Rotate clockwise sharing information.
Expository AOs just describe new content. They can be written or oral, can include text and/or pictures. The purpose is to help students see patterns. As a reminder, with all AOs- should emphasize important content, not the strange or fantastic. Here is one example of a neuron that includes both text and a picture. Another example could be that a PE teacher wants to show an instructional video about playing cricket. She knows students will focus on peculiarities of the game and how it is different from the sports they know. To make sure they attend to the game, she gives them an expository AO- one that focuses on how to play the game , the equipment needed, number of players etc.
This type of AO helps students make personal, or real-world connections with the new content. Stories can make something distant or unfamiliar - such as a time in history, a scientific discovery, or a complex math concept- seem personal and familiar. Stories stimulate students’ thinking and helps them make personal connections to new information. Another example is suppose students in a social studies class are studying the concepts of perspective, motive or bias and how to interpret and use primary documents. The teacher might share a personal story about a particular motive or bias she has experienced in her life.
This is a powerful form of AO. Students are asked to focus on and note what stands out in headings, subheadings, and highlighted information. Expository information is especially good for skimming because textbooks, articles and informative texts commonly include headings, bold terms, pictures with captions, inset quotations, and other helpful clues about the information presented. Need to understand that headings, subheadings, bold terms- provide the outline of the content. Need practice using these text features.
Graphic organizers should be used when information is unfamiliar to students and when relationships among the pieces of information are complex. Present GOs with much if not all of the information filled in. Helps students develop familiarity with information and the relationships among the pieces of information before the formal presentation begins. If you feel students are able to understand new information on their own, you can provide a blank organizer. This provides students with conceptual hooks on which students can hang their ideas. Here is an example of a network tree where students identify a main idea and related facts.
Here are 2 other types of graphic organizers. There are hundreds of them (do an internet sometime on graphic organizer). Please note that while most of us were probably picturing graphic organizers when we began talking about advance organizers, GOs are only one type of AO.
Now that we have looked at using cues, questions, and advance organizers in a classroom, let’s summarize what we have learned. Facilitate activity.