Presented by Christine Debrossy, Jennifer Fischer, Lori Montone, and Cathy Nee

What are Cues and Questions?

CUES Cues are explicit reminders or hints about what students are about to experience.

QUESTIONS Questions perform the same function as cues – they trigger students’ memories and help access their prior knowledge.

1. Use Explicit Cues Examples: •WALT •WILF •KWL •Visuals

1. Cues and question should focus on what is

important

as opposed to what is unusual .

2. “Waiting” briefly before accepting responses from students has the effect of increasing the depth of students' answers.

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

4.

Higher level”

questions produce deeper learning than “lower level” questions.

Our prior knowledge Influence what we perceive

.

The questions that

__________

face as they raise

_______

from

_________

to adult life are not easy to answer. Both

_______

and

_________

can become concerned when health problems such as

______

arise any time after the

____

stage to later life. Experts recommend that young

______

should have plenty of

________

and nutritious food for healthy growth.

_______

and

_____

should not share the same

________

or even sleep in the same _____.

They may be afraid of the

_____

.

Our prior knowledge Influence what we perceive

.

The questions that

poultrymen

face as they raise

chickens

from

incubation

to adult life are not easy to answer. Both

farmers

and

merchants

can become concerned when health problems such as

cough

arise any time after the

egg

stage to later life. Experts recommend that young

chicks

should have plenty of

sunshine

and nutritious food for healthy growth.

Banties

and

geese

should not share the same

barnyard

or even sleep in the same

roost

. They may be afraid of the

dark

.

2. Use questions that require literal and higher order thinking skills.

Examples:  Ask questions that elicit inferences.

 Use analytic questions that ask students to: 1. Analyze errors 2. Construct support 3. Analyze perspectives

CINDERELLA

Sample Inferential Questions Math What is the significance of dividing both sides of the equation by ½ instead of distribution the ½?

½ (x-3) =8 Social Studies How does the monetary policy affect inflation in the United States?

Language Arts What is the emotional state of Macbeth after the death of the King?

Science How does boiling change the state of water?

1. Empowers students to think critically and work cooperatively.

2. Challenges them to use literal and higher order thinking skills (inferential & analytical).

3. Calls for students to recognize the four types of questions.

1. Right There 2. Think and Search 3. Author and You 4. On My Own

 Today was the first half of Cues and Questioning and Advanced Organizers.

 In the next session we will review Advanced Organizers.

 March 13 th you will share your examples and implementation within the curriculum.