Cues, Questions and Advance Organizers

Chapter 4 Cues, Questions and Advance Organizers

Definitions:

Cues are explicit reminders or hints about what students are about to experience.

Definitions:

Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge.

Resources for “Higher level” questions :

www.fno.org/feb01/pl.html

An article that discusses higher level questions

www.teachers.ash.org.au/researchskills/dalton.htm

A web site that goes through Bloom’s taxonomy

Definitions:

Advance Organizers are structures provided to students before a learning activity to help them classify and make sense of the content they’ll encounter.

Generalizations:

Focus on what is important .

“Higher level” questions and advanced organizers produce deeper learning .

Advanced organizers are most useful when information not well organized.

Generalizations continued:

Different types of advanced organizers produce different results.

Waiting briefly before accepting responses increases the depth of students’ answers.

Questions are effective even when asked before a learning experience.

Recommendations:

Use expository advance organizers.

Use narrative advance organizers.

Teach students skimming as a form of advance organizer.

Recommendations continued:

Teach students how to use graphic advance organizers.

Use explicit cues.

Ask questions that elicit inferences .

Ask analytical questions.

Technology Tools

Word Processing Application

- Expository

-Narrative

-Graphic

Spreadsheet Software

-rubrics

Sample Word Applications (before)

A word processing program may be used to create an advanced organizer for note taking.

Two columns: one filled out by the teacher the other to be filled out by the students during the lesson.

(An example follows this slide.)

Sample Word Applications table revolution allies fork B.Terms to know: What happened ? Where ? Why? Who ? A . Rivalry in the Ohio Valley French and Indian War

Charts (after)