Transcript Cues-Questions Health PowerPoint

Health Cadre
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 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
Average
Effect
Percentile
Size (ES)
Gain
Identifying similarities and differences
1.61
45
31
Summarizing and note taking
1.00
34
179
Reinforcing effort 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
Category
No. of
ESs
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.
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
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: symptoms of gonorrhea
 II. COMPREHENSION (translating, interpreting and
extrapolating)
ex: explain the difference between gonorrhea and syphilis
 III. APPLICATION (to situations that are new, unfamiliar or
have a new slant for students)
ex: If Suzie has Chlamydia and Jonnie has sex with Suzie, how
soon would the symptoms appear.
Sample Higher Level Questioning
 IV. ANALYSIS (breaking down into parts, forms)
ex: separate facts from the myths of STDs.
 V. SYNTHESIS (combining elements into a pattern
not clearly there before)
Ex: have a list of symptoms of viral and bacteria
STDs and have the students match symptoms to
the disease.
 VI. EVALUATION (according to some set of
criteria, and state why)
ex: Defend your opinion on unprotected sex.
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
APPLES AND ORANGES
With a partner,
compare and
contrast apples
and oranges
APPLES AND ORANGES
Compare
and contrast
the health
benefits of
apples and
oranges.
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

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
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 particular
taste, feel, smell,
or sound do the
apples and
oranges have?
2. Actions
How did you feel
after Alex
finished her story
about
applesauce?
3. Events
What time of year
or season did this
take place?
4. States/Emotions
How did you
feel
emotionally
when you got
your apple?
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 “an apple a
day keeps the doctor away”,
how might this reasoning be
misleading? Use your
knowledge of the world to
guide your thinking.
2. Constructing Support
You are a
doctor. What is
your argument
about apples
being healthy?
3. Analyzing Perspectives
If you could only
choose one, an
apple or an orange,
which would you
choose? What is
your reasoning to
support your
answer?
Check Your Understanding
Using the diagram included in your packet,
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

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
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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.
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
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
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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 connections
 Makes seem familiar
Example: “Charlie’s story”
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 classroom.
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 on the facts of
STDs.
STD