Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools Cues, Questions & Advance Organizers

Facilitators Bente Brauer Glen Upton

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

CategoryPercentile GainNo. of ESs Identifying similarities and differences4531 Summarizing and note taking34179 Reinforcing effort and providing recognition2921 Homework and practice28134 Nonlinguistic representations27246 Cooperative Learning27122 Setting Objectives and providing feedback23408 Generating and testing hypotheses2363 Questions-cues-advance organizers

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

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 Important: What causes a hurricane? Unusual: Why are Ibises the last birds to leave before a hurricane?

Research and Theory about Questions and Cues Generalization #2: Higher level questions produce deeper learning. Causes students to restructure info Higher level: What variables may cause a hurricane to change? Lower level: Name the hurricanes in the 2004 season?

Bloom’s Taxonomy Developed and Expanded by John Maynard I.KNOWLEDGE (drawing out factual answers, testing recall and recognition) II. COMPREHENSION (translating, interpreting and extrapolating) III. APPLICATION (to situations that are new, unfamiliar or have a new slant for students) IV. ANALYSIS (breaking down into parts, forms) V. SYNTHESIS (combining elements into a pattern not clearly there before) VI. EVALUATION (according to some set of criteria, and state why)

Webb’s Depth of Knowledge Model 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

Bloom’s vs. Webb’s Bloom’s TaxonomyWebb’s Depth of Knowledge Knowledge Comprehension Recall - recall of facts or procedure ApplicationBasic Application of Skill/Concept – use of information, conceptual knowledge, procedures, two or more steps AnalysisStrategic Thinking- requires reasoning, developing a plan or sequence, more than one possible answer, has some complexity Synthesis Evaluation Extended Thinking- requires an investigation; time to think and process multiple conditions of the problem or task, non-routine manipulations

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

Coffee talk What methods do you use to increase wait time before allowing students to respond?

Research and Theory about Questions and Cues Generalization #4: Questions are an effective tool even before a learning experience. Develops framework What do you already know about hurricanes? (KWL) Tell me about your experiences with hurricanes.

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 (hints and clues) 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. Use Inferential Questions 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 of being

1. Things and People What effect does a hurricane have on people?

2. Actions How do people react to a hurricane warning/watch?

3. Events What impact does a hurricane have on the environment?

4. States A hurricane changes the neighborhoods. How does a hurricane change people on the 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). HurricaneDesigning a Building HypoglycemiaMagnet

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 As a result of Hurricane Charlie, what errors were made by Southwest Florida residents in preparing for the hurricane? Use your knowledge of the different hurricane tracking systems and how they’re reported to the public.

2. Constructing Support As a result of Hurricane Andrew, Florida building codes were drastically altered. Why? What impact will the 2004 season have on future building codes?

3. Analyzing Perspectives What are the drawbacks to the more rigid building codes?

Coffee Talk Create a Venn diagram with your table partners that shows similarities and differences between inferential and analytic questions.

Advance Organizers What is an Organizer? What is an Advance Organizer?

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.

Coffee Talk When have you used advance organizers in your classroom? What form did they take?

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

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

Research and Theory about Advance Organizers 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

Research and Theory about Advance Organizers Generalization #4: Different types produce different results. Use all 4 types of advance organizers 1. Expository 2. Narrative 3. Skimming 4. 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 connections Makes seem familiar Example: Before beginning a unit about hurricanes, the teacher shares his/her experiences during the 2004 season.

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 textbook 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):

Graphic Organizer Activity Your science class has just completed a field trip to the Cypress Swamp. Their task is to write an “essay” describing a Cypress Swamp. Cypress Swamp

Discuss  Teachers say they don’t have time to develop cues, questions, and advance organizers. What would you say to them?  How could you model the use of these 3 strategies?  What are “look fors” in the classroom for effective use of these strategies? Partner Activity