Transcript Cues-Questions Language Arts PowerPoint
Cues, Questions & Advance Organizers
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools
Participant Outcomes
Participants will:
Understand the purpose and importance of ques, questions, and advance organizers
Identify ways to implement ques, questions, and advance organizers in the classroom
Review examples of ques, questions, and advance organizers
Category Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses
Questions-cues-advance organizers
Average Effect Size (ES) 1.61 1.00 0.80 0.77 0.75 0.73 0.61 0.61
0.59
Gain 45 34 29 28 27 27 23 23
22
Percentile No. of ESs 31 179 21 134 246 122 408 63
1,251
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
Research and Theory about
Questions and Cues
Generalizations based on research: 1.
Should focus on what is important not unusual.
2.
3.
4.
Higher level questions produce deeper learning.
Increasing wait time increases depth of answers.
Questions are an effective tool even before a learning experience.
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)
why, who, where, which one, what, how, define
II. COMPREHENSION (translating, interpreting and extrapolating)
classify, judge, infer, condense, indicate, match
III. APPLICATION (to situations that are new, unfamiliar or have a new slant for students)
explain, judge effects, identify results, predict
Sample Higher Level Questioning
IV. ANALYSIS (breaking down into parts, forms)
distinguish, identify, what’s fact/opinion
V. SYNTHESIS (combining elements into a pattern not clearly there before)
create, develop, tell, compose, formulate, design
VI. EVALUATION (according to some set of criteria, and state why)
appraise, judge, criticize, defend, compare
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 Cues
Generalization #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 Cues
a.
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.
2.
3.
4.
Things and people Actions Events States
1. Things and People
What effect does the adoption of Huck Finn have on his life?
2. Actions
How did Huck feel after being adopted?
3. Events
What is the significance of his adoption?
4. States
The Widow Douglas changed Huck’s outward appearance. What changes occurred in the way he felt inside?
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).
Valentine’s Day Shakespeare Plague Concentration Camp
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
Analytical Questions
Require students to analyze and critique the information Require them to use prior knowledge Require them to use new knowledge Designed around highly analytical thinking and reasoning skills Have more than one answer
Analytical Questions
Three Skills: 1.
2.
3.
Analyzing Errors Constructing Support Analyzing Perspectives
1. Analyzing Errors
If you assume “slavery” as the only theme of this story, how might this reasoning be misleading? Use your knowledge of the world to guide your thinking.
2. Constructing Support
You are Huck. What is your argument with the Widow Douglas about why you should not go to church?
3. Analyzing Perspectives
Why would someone consider Huck 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
Research and Theory about
Advance Organizers
Generalizations based on research: 1.
Should focus on what is important not unusual.
2.
3.
4.
Higher level advance organizers produce deeper learning.
Most useful with information that is not well organized.
Different types produce different results.
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 organizers 1.
2.
3.
4.
Expository Narrative 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:
Plot Line Terms: Exposition- Introduction and information of setting and characters Rising Action/Conflict- events leading to climax Climax- high point of the story where all elements come together Falling Action- events leading to the resolution Denouement/Resolution- solution (not always present) Exposition Rising Actions/ Conflict Climax Falling Actions Denouement/Res olution
Narrative
Story format Makes personal connections Makes 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 recite, review) (survey, question, read, 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:
Graphic Organizers-More Examples
Find words that rhyme: Inverted Triangle (going from general to specific) Websites to try: www.nhcs.k12.nc.us/htree/curric ulum/thinkingmaps.html
www.eduplace.com/graphicorga nizer/
Graphic Organizer Activity
Your 10 th grade class has just started a unit on Arthurian Legends.
Their task is to write an “essay” about knights using their prior knowledge.
Knights
Partner Activity
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?