Cues, Questions, and Advance Organizers. Quick Write - Reflection. Part #1 : Think about the questions you asked students (or staff) yesterday. Write down 3-5 of them.
Cues, Questions, and Advance Organizers
Part #1: Think about the questions you asked students (or staff) yesterday. Write down 3-5 of them.
Part #2: What does your own experience say about the effectiveness of using cues, questions, and advance organizers to activate students' prior knowledge?
“It is probably safe to say that cueing & questioning are at the heart of classroom practice. In fact, research in classroom behavior indicates that cueing & questioning might account for as much as 80% of what occurs in a given classroom on a given day.”
(Classroom Instruction that Works)
What is the Research?
If teachers ask for questions from their students instead of always calling for answers, think how much more students could learn!
Individually, reflect on the following questions:
1.) How do you use cues and questions before a learning experience?
(How often do you use this strategy?)
2.)How often do you ask students questions that require them to make inferences?
(Provide an example.)
3.) How do you monitor the affect of using cues and questions on students’ learning?
Examples of cuing an advance organizer
According to Marzano:
Use Explicit Cues
Help students fill in gaps from a lesson, activity, reading
Often require students to use prior knowledge in addition to new knowledge to analyze, critique information
What affect does the fairy godmother’s visit have on Cinderella’s life?
How did Cinderella feel after the ball?
What is the significance of the ball? From whose perspective (Cinderella got to meet her Prince Charming.
The fairy godmother changed Cinderella’s outside appearance. What changes probably occurred in the way she felt inside?
With your partner, write 1 question about the topic you previously chose that could be used to help students analyze the topic (analyze errors, construct support, and analyze perspectives).
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.
What are some ways you have you used advance organizers in your classroom?
Generalizations based on research:
Use all 4 types of advance organizers
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.
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.
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.
Marzano, R. J. [et al.] (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. and Pickering, D.J. (2005).
Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.
Wolf, Dennis Palmer. “The Art of Questioning”.
Academic Connections; p1-7, Winter 1987
This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #Q27A090111A, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.