Cues, Questions, Advance Organizers

1. Cues, Questions and Advance Organizers June Preszler, TIE, September of 2007 Cues,Questions,Advance Organizers

2. Awareness • Practice • Transfer Established Goals:

3. Cues • Reminders or hints about upcoming material • Trigger memories • Allow connections • Questions • Similar to cues—what’s already known • Higher order questions preferred • Advance organizers • Essential information • Prepares students to learn • Organizational frameworks • Used BEFORE teaching new content Strategy Explanation

4. Why question? • What do we question? • When should we concentrateon questioning? Questions to ponder . . .

5. Group together in twos. • Determine who will be Partner A and who will be Partner B. • Partner A: please come forward and pickup the handout. Do not share with handout with partner. • Wait for further instructions. What were we thinking . . .

6. Were you stressed out? • Do you think we stress students out? • What do you think would have happened if you would have been given longer to answer the questions? • Were there questions that were easier to answer? More difficult? Which ones? What were you feeling?

7. Silence/Wait Time • After a question. • After a response. • Before responding. Gives more think time. Confidence increases. Number of “thick” questions increases. Simple and increases student-to-student interaction. More questions are asked by the responder. Responder makes more inferences and supports it with data.

8. Two Types of Wait Time Wait Time I – the length of time you pause after asking a question. Wait Time II – the length of time you wait after the student comments or asks another question. How long do you think you wait?

9. Silence/Wait Time As teachers, we need to be very conscious of wait time. • Research shows that teachers typically wait less than 1 second after posing a question. • After a student replies to a question, teachers generally wait less than 1 second before commenting or asking another question.

10. Question and Wait Time • Elementary teachers who thought they asked 12 to 20 questions every 30 minutes actually asked 45-50 questions. (Nash and Shiman, 1974; Fillippone, 1998) • Higher order questions produce more learning, but most of the questions teachers ask are lower order in nature. (Davis, O.L., & Tinsley, 1967; Fillippone, 1998; Guszak, 1967; Mueller, 1973) • Wait time increases the length and depth of responses and student-to-student interaction. (Swift & Gooding, 1983)

11. Who? What? When? questions sometimes lead to dead ends. • Why? How? questions may be more fruitful. • When developing units/lessons/activities, generate at least two questions you want the students to be able to answer during or after the unit/lesson/activity is completed. When Questioning . . .

12. Teachers tend to ask questions in the “knowledge” category of Bloom’s Taxonomy 80-90 percent of the time. What impact does this have on student learning? Bloom’s Taxonomy of Questioning

13. Teaching Meaning • When we teach inferences, we…

14. Inference Test • A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up and the man sped away. A member of the police force was notified. • William V. Haney Uncritical Inference Test

15. Fact or Inference? • Facts: Made after an observation, do not speculate or presume, close to certainty, can be proven • Inferences: Go beyond observations, speculative, degrees of probability

16. Billboard Inferences • On a billboard near Sturgis… • OUR BUFFET IS MORE FUN THAN POKER, ALICE

17. The Billboard Itself

18. Missed by Bev Doolittle Inferences Details

19. Ghost of Grizzly Treeby Bev Doolittle GuessesReasons for Guesses

20. Solving the Mystery • Mysteries get reluctant students enthusiastic • Mysteries, with their intrigue, characters, and gradually revealed storyline, hold the students' interest. • Students use deductive reasoning and research skills to solve the mystery.

21. On the Web • Cathy concocted a plan to kill Ray, her drug-dealing husband. How did she get away with it? • http://www.mysterynet.com

22. Clue • Ray didn't use cocaine; he just sold it.

23. Clue • Cathy got Ray's customers to do the dirty work.

24. Clue • No one knew of Cathy's plan, and she was never caught.

25. Clue • Cathy bought a canister of talcum powder.

26. Solution • Cathy substituted a batch of cocaine with talcum powder. Ray's customers tested the purchase. A fight ensued and Ray was killed.

27. Questioning the Author • Each employee must wash his hands thoroughly with warm water and soap after each trip to the toilet and before beginning work.

28. Each employee must wash his hands thoroughly with warm water and soap after each trip to the toilet and before beginning work. • What is the author trying to tell you? • Why is the author telling you that? • Is it said clearly? • How might the author have written it more clearly? • What would you have wanted to say instead? • From Reading Quest Strategies/Questioning the Author/www.readingquest.org

29. Vocabulary Inferences Word What We Infer It Means What Helped Us Rubble Nuzzling Satchels Mark with a C when thinking is confirmed. Mark with an X when the dictionary definition contradicts our own.

30. Teaching the Talk • “Inferring is thinking in your head to help you understand, when the story doesn’t let you in on it.” –Colin • “When we infer together it’s like a wire that connects from my head to someone else’s head, on and on and on, all around the circle.” –Riley • “Inferring is something I keep with me—wherever I go, it follows me around. I carry it with me to figure out things in my life.” –Frank

31. Camille’s Take on Inferences • “I’m inferring my dog is really good at it, like last night when I went to get his leash, he ran to the door! He was inferring I was going to take him for a walk. And whenever he hears the garage door opening, he starts jumping all around because he’s inferring my dad’s home.” • Kid quotes and Vocabulary inferences from Reading with Meaning by Debbie Miller

32. Organizational frameworks teachers present to students prior to teaching new content to prepare them for what they are about to learn. Advance Organizers

33. Help organize the unorganized Help students access background knowledge to learn new information Why Use Advance Organizers?

34. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS. • Now count to yourself the F's in that sentence. Count them ONLY ONCE; do not go back and count them again. Read and See

35. Schema Theory • Schema theory explains how our previous experiences, knowledge, emotions, and understandings affect what and how we learn. • (Harvey and Goudvis, Strategies That Work: Teaching Comprehension to Enhance Understanding, 2000)

36. Schema—Coat Hanger • The skeleton that you hang your understanding on….

37. Rocky and Schema • Rocky slowly got up from the mat, planning his escape. He hesitated a moment and thought. Things were not going well. What bothered him most was being held, especially since the charge against him had been weak. He considered his present situation. The lock that held him was strong, but he thought he could break it.

38. Prior Knowledge • Story Impressions • ABC Alphabet Chart

39. When Human Heads Were Footballs Vikings Game Heads Bladder Pigskin Story Impressions

40. Reading Strategies to Guide Learning, page 7 Virtual World of Second Life Independently Share with partner or small group Share with class Write a prediction of what you think you’ll learn Activation the ABC Way

42. Even 2nd Life Has to Upgrade!

43. 2nd Life Home

44. Resources: • Costa, Arthur L., et. al. (2002) Cognitive Coaching: A Foundation for Renaissance Schools. Christopher-Gordon Publishers, Inc: Norwood, MA. • Costa, Arthur L., et. al. (2005) Cognitive Coaching Foundation Seninar Learning Guide. Center for Cognitive Coaching: Highlands Ranch, CO. • Marzano, Robert, et al. (2003) What Works in Schools: Translating Research into Action. ASCD: Alexandria, VA. • Marzano, Robert, et.al. (2001). A Handbook for Classroom Instruction that Works. ASCD: Alexxandria, VA. • Marzano, Robert. (2003). What Works in Schools: Translating Research into Action. ASCD: Alexandria, VA. • Rowenhorst, Barb and Lange, Pam. Improving Student Achievement: Instructional Strategies. SD ESA Conference, August 2006.

45. Resources: Graphic Organizers • http://www.writedesignonline.com/organizers • http://teacher.scholastic.com • http://www.eduplace.com/graphicorganizer/index.html • http://www.readingquest.org