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Cues, Questions, and Advance Organizers. All of these are used to activate students’ prior knowledge in a subject, which can aid them by providing a mindset for any given subject. Alan Rask KLPM Spring 2011. Cues, Questions, and Advance Organizers.
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Cues, Questions, and Advance Organizers All of these are used to activate students’ prior knowledge in a subject, which can aid them by providing a mindset for any given subject. Alan Rask KLPM Spring 2011
Cues, Questions, and Advance Organizers • Cues or Questions: activate students’ prior knowledge giving hints or questioning the students’ current knowledge. • Example: Watching a movie in a biology classroom preceded by a hint that the video will be about cell structure, and that some of the information will be on a test. • A simple guide to questioning and cuing: • Focus on the important, not on the unusual • Higher level questions help students achieve a deeper knowledge base than lower level questions • Appropriate wait time allows students to formulate deeper responses • Questions asked before a lesson are used to provide a mindset Alan Rask KLPM Spring 2011
Cues, Questions, and Advance Organizers • Advance Organizers: given before learning that are of a higher level of knowledge than the information in a lesson. Like cues and questions, they create a scaffolding for more detailed knowledge that follows. • Successful advance organizers: • Focus on the important, rather than the unusual. • Higher level advance organizers produce deeper learning than lower level advance organizers. • Organize previously unorganized information. • Differ in type depending on the strategy employed. Alan Rask KLPM Spring 2011
Cues, Questions, and Advance Organizers • Types of advance organizers and their uses: • Expository – describe new content that students are to be exposed for relevant mindset in advance. • Narrative – present information in story format for an easier way to chunk information in the mind. • Skimming information – skimming before reading to pick up some main ideas or terms. • Graphic – nonlinguistic representations of information to create a visual image of how the information flows. • Example: concept map that shows an ecosystem’s hierarchy or the stages of digestion. Alan Rask KLPM Spring 2011
