Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools Cues, Questions & Advance Organizers.

Created by The School District of Lee County, CSDC in conjunction with

Cindy Harrison, Adams 12 Five Star Schools

Cues, Questions & Advance Organizers

Average Eff ect

Percentile Category

Size (ES) Gain

No. of ESs

I dentif ying similarities and diff erences 1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing eff ort 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

Participant Outcomes

Participants will: Understand the purpose and importance

of cues, questions, and advance organizers

Identify ways to implement cues, questions, and advance organizers in the classroom

Review examples of cues, questions, and advance organizers

Questions and Cues

Discussion 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 explicit reminders/hints about what students are about to experience

Activate background knowledge

Aid students in process of filling in missing information

Generalizations based on research:

1. Should focus on what is important not

unusual.

2. Higher level questions produce deeper

learning.

3. Increasing wait time increases depth of

answers.

4. Questions are an effective tool even

before a learning experience.

Research and Theory about

Questions and Cues

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

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) ex. Rules of a game volleyball.

II. COMPREHENSION (translating, interpreting and extrapolating) ex. Explain the difference between Volleyball and Tennis

III. APPLICATION (to situations that are new, unfamiliar or have a new slant for students)ex. Explain the ball touching the net on a serve for each sport. 

Sample Higher Level Questioning

IV. ANALYSIS (breaking down into parts, forms) ex. Describe the serve in tennis.

V. SYNTHESIS (combining elements into a pattern not clearly there before)

ex. List the components of tennis serve and the over-hand serve in Volleyball.   

  VI. EVALUATION (according to some set of

criteria, and state why) 

ex. Choose favorite sport and defend your choice.

Now You Practice…

Think about a topic you teach.

Write a question you could ask students

that would engage the students in each of

the 6 levels of Bloom’s taxonomy.

Webb’s Depth of Model Knowledge

Sept 2004 DOE memo regarding Cognitive Classification of Test Items

Dr. Norman Webb is a professor at the University of Wisconsin’s Center for Educational Research

3 levels of cognitive complexity – low, moderate, and high

http://facstaff.wcer.wisc.edu/normw/

Research and Theory about

Questions and CuesGeneralization #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

Recommendations for Classroom Practice on Questions and Cues

a. Use Explicit Cues

b. Ask Questions that Elicit Inferences

c. Use Analytic Questions

Recommendations for Classroom Practice on Questions 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

Recommendations for Classroom Practice on Questions and Cues

b. Ask Questions that Elicit Inferences

c. Use Analytic Questions

Two Categories of Questions

Inferential

Help students fill in gaps from a lesson, activity, reading

Analytic

Often require students to use prior knowledge in addition to new knowledge to analyze, critique information

Inferential Questions

Answer is implied Read between the lines Student fills in gaps Use prior knowledge Use new knowledge

Inferential Questions

Four categories:

1. Things and people

2. Actions

3. Events

4. States

1. Things and People

What effect does the location of the server have on the serve?

2. Actions

How did you feel after serving the ball?

3. Events

What are the tournaments that comprise the grand slam in tennis?

4. States

If you won the grand slam in tennis, how would you feel?

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).

Design a game Flexibility

Hypoglycemia Target Heart Rate

Two Categories of Questions

Inferential

Help students fill in gaps from a lesson, activity, reading

Analytic

Often require students to use prior knowledge in addition to new knowledge to analyze, critique information

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

Analytic Questions

Three Skills:

1. Analyzing Errors

2. Constructing Support

3. Analyzing Perspectives

1. Analyzing Errors

If you assume “no pain no gain” is a sound training philosophy, how might this reasoning be misleading? Use your knowledge to guide your thinking.

2. Constructing Support

You are sport professional. What is your argument that the “no pain no gain” philosophy is a sound training method?

3. Analyzing Perspectives

Why would someone consider the “no pain no gain” philosophy to be good? What is your reasoning to support your answer?

Check Your Understanding

Create a Venn diagram with your table partners that shows similarities and differences between inferential and analytic questions.

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?

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

Generalizations based on research:

1. Should focus on what is important not

unusual.

2. Higher level advance organizers produce

deeper learning.

3. Most useful with information that is not

well organized.

4. Different types produce different results.

Research and Theory about

Advance Organizers

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

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

Recommendations for Classroom Practice on Advance Organizers

Use all 4 types of advance organizers1. Expository 2. Narrative3. Skimming4. Graphic

Not the only types Advance organizers come in many formats

Expository

Describes content Written or oral Can include text and/or pictures Helps see patternsExample: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.

Narrative

Story format Makes personal connections Makes seem familiar

Example: “Brian’s Song”

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:If you recall, we had you preview these packets

before we began. This was an example of skimming that you can use in your class.

Graphic Organizers

Type of nonlinguistic representation which visually represents what the students will learn

Examples:

Graphic Organizers-More Examples

Find words that rhyme:

Inverted Triangle (going from general to specific):

Graphic Organizer Activity

As a group complete a web for the fitness component, flexibility.

Flexibility

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?

Partner Activity