Transcript Cues, Questions, & Adv.Organizers

Cues, Questions, and
Advance Organizers
Quick Write - Reflection
Part #1: Think about the questions you asked
students (or staff) yesterday. Write down 3-5 of
them.
Part #2: What does your own experience say
about the effectiveness of using cues, questions,
and advance organizers to activate students' prior
knowledge?
Thought for the Day:
“It is probably safe to say that cueing &
questioning are at the heart of classroom
practice. In fact, research in classroom
behavior indicates that cueing & questioning
might account for as much as 80% of what
occurs in a given classroom on a given day.”
~Robert Marzano
(Classroom Instruction that Works)
The Question is More Important than
the Answer…
SO………
What is the Research?
 If teachers ask for
 On average,
questions from
teachers ask 80
their students
questions each
instead of always
hour.
calling for
 How many
answers, think
questions do
how much more
students ask in that
students could
same time period?
learn!
TWO!
(Kagan,1999)
Reflection:
Individually, reflect on the following questions:
1.) How do you use cues and questions
before a learning experience?
(How often do you use this strategy?)
2.) How often do you ask students questions
that require them to make inferences?
(Provide an example.)
3.) How do you monitor the affect of using
cues and questions on students’ learning?
Research
Cues and questions should focus on what is
important as opposed to what is unusual.
“Higher-level” questions produce deeper learning
than “lower-level” questions.
Waiting briefly before accepting responses from
students has the effect of increasing the depth of
students’ answers.
Questions are effective learning tools even when
asked before a learning experience.
Never Say Anything…
 Read the article,
Never Say Anything
a Kid Can Say!
 Complete the
Graphic Organizer
Provided.
 Discuss the article
with your team.
Steve Reifman: Teaching Kids to
Think About Their Thinking
 http://www.youtube.com/watch?v=QkGiplxftY
A
 METACOGNITION
 Reflective Feedback – article “Finessing
Feedback” from the Educational Leadership
 Read article – in teams come up with a
question-type feedback from feedback that
you have currently posted…change this
constructive feedback to questioning.
Examples of cuing an advance organizer
Combination Notes
As you watch the grade level video, record
important information…
After you have reread your written notes from the first
column, create a plan for your classroom of what
you’re thinking…
Video 1 Title:__________________________________________
Video 2 Title:__________________________________________
Big Idea Summary Statement:
Recommendations for Classroom Practice on
Questions and Cues
According to Marzano:
 Use Explicit Cues
 Ask Questions that Elicit Inferences
 Use Analytic Questions
Recommendations for Classroom Practice on
Questions and Cues
Use Explicit Cues



Preview of what about to learn
Activates prior knowledge
Should be straightforward
Examples:


Tell what lesson is about
Tell the students what to look for
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 (of Being)
1. Things and People
What affect 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? From
whose perspective (Cinderella got to
meet her Prince Charming.
4. States (of Being)
The fairy godmother
changed Cinderella’s
outside appearance.
What changes probably
occurred in the way she
felt inside?
Question Writing Activity (Cont.):
With your partner, write 1 question about
the topic you previously chose that could
be used to help students analyze the
topic (analyze errors, construct support, and
analyze perspectives).
Olympics
Snow Days
Broken Leg
Thanksgiving
Implementation Recommendations:
 Pace yourself. Ask questions when you
introduce new content, not just at the end of a
learning experience.
 Ask high-level questions. (Inferential and Analytic)
 Provide wait time.
 Preview the big picture. Give students and
overview of what the lesson will cover.
 Use multiple modes. (Verbal, Written, etc.)
Rick’s Reading Workshop Mini
Lesson
 http://www.youtube.com/watch?v=CJjGKJaw
G8U
 Discuss with your table an observation about
this video – in reference to questioning.
 Share
Higher Order Questioning
 How to Teach Thinking Skills within the Common
Core (7 key student proficiencies of the New National
Standards) by Bellanca, Fogarty & Pete. – has mini
lessons for each of the Thinking Skills found in
Common Core!
 Research and Inquiry – topic – find all information on
it makes you think more deeply! Exploring multiple
sources both primary and second to form opinions
and theories.
DOK Levels - RBT
 Depth of Knowledge questioning – RIGOR
METER
 Article: Insect Olympics – read and create 3
text-dependent questions at various levels.
 DISCUSS
 http://www.edutopia.org/journey-north-
butterfly-migration-project-video
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:
What are some ways you have you used
advance organizers in your classroom?
Advance Organizers
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.
Recommendations for Classroom Practice on
Advance Organizers
Use all 4 types of advance organizers
1.
2.
3.
4.


Expository (Brief Synopsis)
Narrative (Storytelling)
Skimming
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 patterns
Example:
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/real world connections
 Makes unfamiliar seem familiar
Example:
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.
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:
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.
Graphic Organizers
 Type of nonlinguistic representation which
visually represents what the students will
learn
Examples:
Thinking about problem-solving in
questioning
 Common Core videos can
also be found at
http://www.commoncorevid
eos.com/
Questions to think about:
 Why is it important that teachers use the
instructional strategy of Cues, Questions and
Advance Organizers in their instructional
practice?
 How can the use of the Cues, Questions, and
Advance Organizers instructional strategy
help reinforce student learning?
References
Marzano, R. J. [et al.] (2001). A Handbook for Classroom
Instruction that Works. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R.J. and Pickering, D.J. (2005).
Building Academic Vocabulary Teacher’s Manual. Alexandria,
VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005).
Classroom Instruction that Works: Research-based Strategies
for Increasing Student Achievement. Upper Saddle River, NJ:
Pearson Education, Inc.
Wolf, Dennis Palmer. “The Art of Questioning”.
Academic Connections; p1-7, Winter 1987
This document/product/software was
supported in whole or in part by the U.S.
Department of Education, Office of Special
Education Programs,
(Award #Q27A090111A, CFDA 84.027A,
awarded to the Ohio Department of
Education). The opinions expressed
herein do not necessarily reflect the policy
or position of the U.S. Department of
Education, Office of Special Education
Programs, and no official endorsement by
the Department should be inferred.