Cues, Questions and Cues, Questions and Advance OrganizersAdvance Organizers

Karen RichardsonKaren Richardson

Cues and QuestionsCues and Questions

A way to help students use what they A way to help students use what they already know about a topicalready know about a topic

Activate prior knowledgeActivate prior knowledge Cues are “hints” about what they are Cues are “hints” about what they are

going to learngoing to learn Questions elicit from students what Questions elicit from students what

they already knowthey already know Cueing and questioning account for Cueing and questioning account for

80% of what occurs in a classroom80% of what occurs in a classroom

Selected Research ResultsSelected Research Results

Synthesis StudySynthesis Study FocusFocus No. No. of ESof ES

Ave. Ave. ESES

PercentilPercentile Gaine Gain

Stone, 1983Stone, 1983 CuesCues 8383 .75.75 2727

Hamaker, 1986Hamaker, 1986 QuestionsQuestions 100100 .75.75 2727

Guzzetti, Guzzetti, Snyder and Snyder and Glass, 1993Glass, 1993

Cues & Cues & QuestionsQuestions 1111 .80.80 2929

Research and TheoryResearch and Theory

Cues and questions should focus on what Cues and questions should focus on what is important as opposed to what is is important as opposed to what is unusual.unusual.

““Higher level” questions produce deeper Higher level” questions produce deeper learning than “lower level” questions.learning than “lower level” questions.

““Waiting” briefly before accepting Waiting” briefly before accepting responses has the effect of increasing the responses has the effect of increasing the depth of student answers.depth of student answers.

Questions are effective learning tools even Questions are effective learning tools even when asked before a learning experience.when asked before a learning experience.

Classroom PracticeClassroom Practice

Explicit Cues: straightforward ways of Explicit Cues: straightforward ways of activating prior knowledge: tell them what activating prior knowledge: tell them what they’re going to learnthey’re going to learn

Inferential questions about things, people, Inferential questions about things, people, actions, events, and states of being the actions, events, and states of being the students are studyingstudents are studying

Analytical questionsAnalytical questions Analyze errorsAnalyze errors Construct supportConstruct support Analyze perspectivesAnalyze perspectives

Advance OrganizersAdvance Organizers

Developed by David Ausubel (1968)Developed by David Ausubel (1968) Relevant and inclusive introductory Relevant and inclusive introductory

materialsmaterials Bridge the gap between what the Bridge the gap between what the

learner already knows and what he learner already knows and what he needs to knowneeds to know

Selected Research ResultsSelected Research Results

Synthesis StudySynthesis Study FocusFocus No. No. of ESof ES

Ave. Ave. ESES

PercentilPercentile Gaine Gain

Stone, 1983Stone, 1983ExpositoryExpository 4444 .80.80 2929

NarrativeNarrative 1212 .53.53 2020

SkimmingSkimming 1515 .71.71 2626

IllustratedIllustrated 1515 .52.52 2020

Research and TheoryResearch and Theory

Advance organizers should focus on Advance organizers should focus on what is important as opposed to what is what is important as opposed to what is unusual.*unusual.*

““Higher level” organizers produce Higher level” organizers produce deeper learning than “lower level” deeper learning than “lower level” organizers.organizers.

Advance organizers are most useful with Advance organizers are most useful with information that is not well organizedinformation that is not well organized

Different types of advance organizers Different types of advance organizers produce different results.produce different results.

Classroom PracticeClassroom Practice

Expository advance organizersExpository advance organizers Narrative advance organizersNarrative advance organizers Skimming as a Form of Advance Skimming as a Form of Advance

OrganizerOrganizer Graphics Advance OrganizersGraphics Advance Organizers