Instructional Materials Development & Evaluation-PPT-1.pptx
Chapter 4 – cues, questions and advance
1. CHAPTER 4:
CUES, QUESTIONS AND
ADVANCE ORGANIZERS
USING TECHNOLOGY WITH CLASSROOM INSTRUCTION THAT WORKS
BY: SARAH MARTINDALE, MEAGON MORRIS, STEVEN ALLEN AND LARRY WALKER, JR.
2. SETTING THE STAGE FOR LEARNING
Teachers set the stage for learning by finding out what students already know,
then connect new ideas to students' existing knowledge base. Using a variety of
instructional strategies, teachers guide students from the known to the
unknown, from familiar territory to new concepts. Cues, questions, and advance
organizers are among the tools and strategies that teachers use to set the stage
for learning.
3. CUES, QUESTIONS AND ADVANCE ORGANIZERS
The instructional strategy cues, questions, and advance organizers focuses on
enhancing students’ ability to retrieve, use, and organize information about a
topic. Research has shown that cuing and questioning strategies account for
80% of all teacher-to-student interactions (Fillippone, 1998).
4. CUES
Cues are explicit reminders or “hints” about what students are about to
experience; providing information on what the students already know as well as
some new information on the particular topic.
Use Explicit Cues:
Preview of what students are about to learn
Activates prior knowledge
Should be straightforward
Teacher can elicit from students what they already know about a topic
5. QUESTIONS
Questions perform the same function as cues by triggering students’ memories
and helping them to access prior knowledge and also allow teachers to assess
what the students do not already know.
Questioning Strategy:
Cues and questions should focus on what is important
Use Bloom’s Taxonomy: “Higher level” questions produce deeper learning
Increasing wait time increases depth of answers from students
Questions are an effective tool even before a learning experience
6. ADVANCE ORGANIZERS
Advance organizers, including graphic organizers, are structured that teachers
provide to students before a learning activity to help them classify and make
sense of the content they’ll encounter, particularly new content that is not well
organized in its original format.
In essence, advance organizers take the surprise out of what is to come, help
students retrieve what they already know about the topic and help students
focus their learning on new information; example: KWL Chart (known
information, wanted information, learned information)
7. EXPOSITORY ADVANCE ORGANIZERS
An expository advance organizer
may simply provide students
with the meaning and purpose
of what is to follow.
On the other hand an expository
organizer may present students
with more detailed information
of what they will be learning
especially the information that
may be difficult to understand.
8. NARRATIVE ADVANCE ORGANIZERS
A narrative advance organizer
takes the form of a story. Here
the teacher provides the
essential ideas of a lesson or
unit she plans to teach by telling
a story that incorporates the
ideas. Stories can make
something distant or unfamiliar
seem personal and familiar.
Stories can stimulate students’
thinking and help them make
personal connections to new
information.
Before beginning a unit about the
experience of immigrant groups who moved
to the United States, the teacher tells a story
of his/her ancestors who immigrated from a
different country.
9. GRAPHIC ADVANCE ORGANIZERS
Graphic organizers also provide
students with guidance on what
the important information is in a
lesson or unit. They visually
represent information students
are about to learn. They give
students direction and also
provide a visual representing of
the important information. It is
easy to see what is important
and the relationships between
the ideas and patterns in the
information where they exist.
10. SKIMMING AS A GRAPHIC ORGANIZER
When a teacher asks students to
skim learning materials, he/she
provides them with the
opportunity to preview the
important information that will
encounter later by focusing on
and noting what stands out in
headings, subheadings, and
highlighted information.
When beginning a new lesson, give students
60 seconds to skim an article (word
problem) paying close attention to headings,
subheadings, and the first sentence of each
paragraph. This will help students become
aware of what information they will be
learning when they read the article more
carefully.
11. RECOMMENDATIONS FOR CLASSROOM PRACTICE
Related to STEM, technology’s potential applications are readily evident in these
strategies, as teachers and students can use a variety of technology tools to
create well-organized, visually appealing organizers. Teachers can use a number
of traditional tools (such as word processing and spreadsheet software) along
with an array of online and multimedia resources to make effective use of cues,
questions, and advance organizers. These technologies also assist teachers in
quickly capturing student responses and organizing the responses into useful
information.
12. TECHNOLOGIES OF PRACTICE
Word Processing Applications - extremely versatile and well suited as tools to
create advance organizers, whether expository, narrative, graphic or skimming
(picture walk) organizers.
Data Collection/Analysis Tools – spreadsheet software to create advanced
organizers (tables, charts and graphs); function as a rubric.
Organizing and Brainstorming Software – from explicit cuing, students can start
to gather thoughts and use medium tools for placement.
13. CONCLUSION
Before learning new information, teachers should help students retrieve what they
already know about a topic or “activate prior knowledge” that can be connected to
the content.
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, expository advance organizers, skimming, and graphic
organizers help students focus on important information by providing a mental set.
Editor's Notes
Using cues, questions, and advanced organizers at the beginning of a lesson or unit focuses learning on the important content to come during instruction. Cues, questions, and advanced organizers can motivate students by tapping into their curiosity and interest in the topic. In addition, using higher-order questions helps students deepen their knowledge by requiring the use of critical thinking skills.
Examples of cues for instruction can be to tell the students what the lesson is about (objective statement) or to tell the students what the standards/benchmarks that will be covered (TEKS).
Inferential Questioning – helps students fill in gaps from a lesson, activity or reading.
Analytical Questioning – often require students to use prior knowledge in addition to new knowledge to analyze and critique information.
When to use Advance Organizers:
Group projects, interactive lessons, lectures, homework assignments, classwork assignments, other content area instructional activities, and almost every activity in the general education and special education classroom.
There are four types of advance organizers and each produces a different result from the other and they all come in many formats.
Graphic Organizers on the iPad – iTunes store provides dozens of applications that can be used for productivity as graphic organizers for both students and teachers. Most of the applications can be drawn directly on their iPads with a number of drawing tools.
Instructional Media – online discussions can be an effective way for cues and questions. Though movies are a way to keep students in engaged in their learning, some movies can be long and a distraction were students become bored, miss the point of the lesson or drift off to sleep. Remember, the idea of cues and questions are to be straightforward and right to the point, so instructional video clips would be more effective and can be used after the opening of discussion and following discussion leading to higher level/critical thinking.
