created by the school district of lee county, csdc in conjunction with cindy harrison, adams 12 five...
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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
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