Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Cues, Questions &Advance Organizers
Participant OutcomesParticipants will: Understand the purpose and importance  of ques, questions, and advance  organizers...
Post a thought Work as a group at your table Take a sticky note and jot down all the  Marzano strategies your group can ...
Cues and Questions One strategy has 4 different forms: compare, contrast, create    metaphors, create analogies.   How c...
Average     Percentile                                                                        No. of                   Cat...
How can I possibly remember all ofthose strategies?I saw Robin helping Nathancoach some gifted children.
Questions and CuesDiscussion questions:What makes a good question?How do you currently use cues in your classroom?
Cues and Questions Heart of classroom practice Account for 80% of what occurs in a classroom on a  given day Involve ex...
Research and Theory aboutQuestions and Cues Generalizations based on research: 2.   Should focus on what is important not ...
Research and Theory aboutQuestions and Cues Generalization #1: Should focus on what is important, not unusual.    •   Unus...
Sample Lower Level QuestioningBased on Blooms Taxonomy, Developed and  Expanded by John Maynard I. KNOWLEDGE (drawing out...
Sample Higher Level Questioning IV. ANALYSIS (breaking down into parts, forms) V. SYNTHESIS (combining elements into a p...
Now You Practice… Think about a topic you teach. Write questions you could ask students  that would engage the students ...
Research and Theory aboutQuestions and CuesGeneralization #3:Increasing wait time increases depth of answers.    •   Shoul...
Recommendations for Classroom Practice onQuestions and Cues   a.   Use Explicit Cues   b.   Ask Questions that Elicit Infe...
Recommendations for Classroom Practice onQuestions and Cuesa. Use Explicit Cues      Preview of what about to learn     ...
Recommendations for Classroom Practice onQuestions and Cuesa. Ask Questions that Elicit Inferencesb. Use Analytic Questions
Two Categories of Questions Inferential              Analytic  Help students fill in     Often require students  gaps fr...
Inferential Questions Answer is implied Read between the lines Student fills in gaps Use prior knowledge Use new know...
Inferential QuestionsFour categories:3. Things and people4. Actions5. Events6. States
1. Things and People What effect does the fairy godmother’s visit  have on Cinderella’s life?
2. Actions How did Cinderella feel after the ball?
3. Events What is the significance of the ball?
4. States The fairy godmother changed Cinderella’s  outside appearance. What changes probably  occurred in the way she fe...
ActivityWith a partner, write 2 questions about one of the below topics that could be used to help students make inference...
Two Categories of Questions Inferential              Analytic  Help students fill in     Often require students  gaps fr...
Analytic Questions Require students to analyze and critique the  information Require them to use prior knowledge Requir...
Analytic QuestionsThree Skills:2. Analyzing Errors3. Constructing Support4. Analyzing Perspectives
1. Analyzing Errors If you assume “good wins over evil” as the  logic of this story, how might this reasoning be  mislead...
2. Constructing Support You are Cinderella. What is your argument  with your stepmother about why you should  go to the b...
3. Analyzing Perspectives Why would someone consider the stepmother to be good? What is your reasoning to support your an...
Check Your UnderstandingCreate a Venn diagram with your table partners  that shows similarities and differences  between i...
Advance OrganizersAn Advance Organizer is an organizational framework teachers present to students prior to teaching new c...
When to use AdvanceOrganizers   Group projects   Interactive lessons   Lectures   Homework assignments   Class work a...
Research and Theory aboutAdvance Organizers Generalizations based on research: 2.   Should focus on what is important not ...
Research and Theory aboutAdvance Organizers Generalization #1: Should focus on what is important not unusual.    •    Unus...
Research and Theory aboutAdvance OrganizersGeneralization #3:Most useful with information that is not well       organized...
Recommendations for Classroom Practice onAdvance Organizers   Use all 4 types of advance organizers       1.   Expository ...
Jigsaw II Each group will research one of the advance  organizers: expository, narrative, skimming,  and graphic organize...
Expository     Describes content     Written or oral     Can include text and/or pictures     Helps see patternsExampl...
Narrative Story format Makes personal connections Makes seem familiarExample:Before beginning a unit about the experien...
Skimming Preview important information quickly by noting what  stands out in headings and highlighted information Pre-re...
Graphic Organizers Type of nonlinguistic representation which  visually represents what the students will  learnExamples:
Graphic Organizers-More ExamplesFind words that rhyme:Inverted Triangle (going  from general to specific):
Partner Activity Count off by 3’s In your group discuss:        Teachers say they don’t have time to develop cues,    q...
In conclusion Before learning new information, teachers should    help students retrieve what they already know about    ...
Cues, Questions, and Advance Organizers
Upcoming SlideShare
Loading in …5
×

Cues, Questions, and Advance Organizers

15,660 views

Published on

Sherri Helterbrand's presentation on "Cues, Questions, and Advance Organizers", prepared for Bright Local Schools Summer Academy, August 1, 2012

Published in: Education, Technology
  • Fact: Penis Enlargement CAN Work. Here's How. ♣♣♣ https://bit.ly/30G1ZO1
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • How To Get Rid Of Acne, The amazing clear skin secret Of top models and celebrities ■■■ http://ishbv.com/buk028959/pdf
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • If you just broke up with your Ex,you have to follow these steps to get her back or risk ruining your chances. Click here ♥♥♥ http://scamcb.com/exback123/pdf
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here

Cues, Questions, and Advance Organizers

  1. 1. Cues, Questions &Advance Organizers
  2. 2. Participant OutcomesParticipants 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. 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. 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. 5. Average Percentile No. of Category Effect ESs Size (ES) GainIdentifying similarities and differences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing effort and providing recognition 0.80 29 21Homework and practice 0.77 28 134Nonlinguistic representations 0.75 27 246Cooperative learning 0.73 27 122Setting objectives and providing feedback 0.61 23 408Generating and testing hypotheses 0.61 23 63Questions-cues-advance organizers 0.59 22 1,251
  6. 6. How can I possibly remember all ofthose strategies?I saw Robin helping Nathancoach some gifted children.
  7. 7. Questions and CuesDiscussion questions:What makes a good question?How do you currently use cues in your classroom?
  8. 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. 9. Research and Theory aboutQuestions 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. 10. Research 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
  11. 11. Sample Lower Level QuestioningBased on Blooms 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. 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. 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. 14. Research and Theory aboutQuestions and CuesGeneralization #3:Increasing wait time increases depth of answers. • Should be several seconds • Gives students more time to think • Increases discussion and interactionGeneralization #4:Questions are an effective tool even before a learning experience. • Develops framework
  15. 15. Recommendations for Classroom Practice onQuestions and Cues a. Use Explicit Cues b. Ask Questions that Elicit Inferences c. Use Analytic Questions
  16. 16. Recommendations for Classroom Practice onQuestions and Cuesa. 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. 17. Recommendations for Classroom Practice onQuestions and Cuesa. Ask Questions that Elicit Inferencesb. Use Analytic Questions
  18. 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. 19. Inferential Questions Answer is implied Read between the lines Student fills in gaps Use prior knowledge Use new knowledge
  20. 20. Inferential QuestionsFour categories:3. Things and people4. Actions5. Events6. States
  21. 21. 1. Things and People What effect does the fairy godmother’s visit have on Cinderella’s life?
  22. 22. 2. Actions How did Cinderella feel after the ball?
  23. 23. 3. Events What is the significance of the ball?
  24. 24. 4. States The fairy godmother changed Cinderella’s outside appearance. What changes probably occurred in the way she felt inside?
  25. 25. ActivityWith 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. 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. 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
  28. 28. Analytic QuestionsThree Skills:2. Analyzing Errors3. Constructing Support4. Analyzing Perspectives
  29. 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. 30. 2. Constructing Support You are Cinderella. What is your argument with your stepmother about why you should go to the ball?
  31. 31. 3. Analyzing Perspectives Why would someone consider the stepmother to be good? What is your reasoning to support your answer?
  32. 32. Check Your UnderstandingCreate a Venn diagram with your table partners that shows similarities and differences between inferential and analytic questions.
  33. 33. Advance OrganizersAn 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. 34. When to use AdvanceOrganizers 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. 35. Research and Theory aboutAdvance 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. 36. Research and Theory aboutAdvance 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. 37. Research and Theory aboutAdvance OrganizersGeneralization #3:Most useful with information that is not well organized. • Organizes information within a learning structureGeneralization #4:Different types produce different results. • 4 Types
  38. 38. Recommendations for Classroom Practice onAdvance 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. 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. 40. Expository Describes content Written or oral Can include text and/or pictures Helps see patternsExample:Neurons are nerve cells that transmit nerve signals toand from the brain at up to 200 mph. The neuronconsists of a cell body (or soma) with branchingdendrites (signal receivers) and a projection called anaxon, which conduct the nerve signal.The axon, a long extension of a nerve cell, and takeinformation away from the cell body.Myelin coats and insulates the axon increasingtransmission speed along the axon.The cell body (soma) contains the neurons nucleus(with DNA and typical nuclear organelles). Dendritesbranch from the cell body and receive messages.
  41. 41. Narrative Story format Makes personal connections Makes seem familiarExample: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. 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 skimmingExample: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. 43. Graphic Organizers Type of nonlinguistic representation which visually represents what the students will learnExamples:
  44. 44. Graphic Organizers-More ExamplesFind words that rhyme:Inverted Triangle (going from general to specific):
  45. 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. 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.

×