cues, questions, and advance organizers new teacher boot camp suzanne whisler esu 4 january 31, 2014
TRANSCRIPT
![Page 1: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/1.jpg)
Cues, Questions, and Advance Organizers
New Teacher Boot Camp
Suzanne Whisler
ESU 4
January 31, 2014
![Page 2: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/2.jpg)
Goals for our session . . .
•Examine how to use . . . • Cues, Questions, and Advance Organizers to help students interact with new knowledge
•Explore ways to weave technology into the instructional strategies
![Page 3: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/3.jpg)
Educational researchers have shown that the activation of prior knowledge is critical to learning of all types.
~ (Marzano, 2001, 2007)
What will I do to help students effectively interact with new
knowledge?
![Page 4: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/4.jpg)
What’s in your toolbox?
![Page 5: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/5.jpg)
From…
To…
![Page 6: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/6.jpg)
CategoryAve. Effect
SizePercentile
gain
Identifying similarities and differences 1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort and providing recognition .80 29
Homework and Practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives/providing feedback .61 23
Generating and testing hypotheses .61 23
Questions, cues, and advance organizers .59 22
![Page 7: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/7.jpg)
How can teachers use cues, questions, and advance organizers to activate prior knowledge?
![Page 8: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/8.jpg)
Previewing
• Any activity that starts students thinking about the content they will encounter
• Helps students activate prior knowledge• Particularly useful for students who don’t
have a lot of background knowledge about the topic
• The activation of prior knowledge is critical to learning because it helps students understand new information, predict what might be coming, and clarify misconceptions.“Educational researchers have shown that the activation of prior knowledge is critical
to learning of all types.” ~ (Marzano, 2001, 2007)
![Page 9: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/9.jpg)
Previewing
• Cues
• Questions
• Advance Organizers
– The research on using advance organizers
is significant. 3 to 29 percentile gain.
– The research on using cues is also
significant. 3 to 32 percentile gain
![Page 10: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/10.jpg)
How do you use cues in your classroom?
– Brief teacher summary
– Hints
– Video Clip
– Photos
– Preview Questions
– Quick Draw
– Skimming
Cues
![Page 11: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/11.jpg)
Do a Quick Draw
• Do a Quick Draw to activate prior knowledge or to access what they already know.– For example, beginning a unit on mammals with first
graders- Ask all students to draw two animals, one that is a mammal and one that is not a mammal.
– Another example…as you begin studying a frog, ask students to quickly sketch an outline of the frog and then to draw the major organs, paying attention to their location, size, and shape.
![Page 12: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/12.jpg)
Use Skimming
• A good previewing practice• Think aloud how to skim with your students• Use text features
– Headings, pictures, captions, bold face words
• Ask yourself questions as you look at text features
• Briefly predict what you think the passage is about
![Page 13: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/13.jpg)
Technology Tools for Cues• Videos
– BrainPop http://www.brainpop.com/educators/home/– Learn 360 http://www.learn360.com/Default.aspx?
Pageid=371217– Watch Know Learn http://www.watchknowlearn.org/– Khan Academy http://www.khanacademy.org/– National Geographic Education http://bit.ly/zBFHyP– YouTube www.youtube.com
• Quiet youtube• Photos
– Getty Images http://bit.ly/zME8dz– Google Images www.google.com
![Page 14: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/14.jpg)
AdvanceOrganiz
ers
![Page 15: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/15.jpg)
Advance Organizers
• Focus on what’s important
• Organize information
• Help students maneuver through text
• Enhance comprehension
• Aid in transfer of knowledge
![Page 16: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/16.jpg)
K-W-L
What do you know?What do you want
to know?What did you learn?
![Page 17: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/17.jpg)
![Page 18: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/18.jpg)
Getting ready to learn…..
The film “A Country in Conflict” describes the conditions of the North and South prior to the Civil War and the events leading up to the Civil War.
What do you already know about the Civil War?
While watching the film. Think about:
•What were the political, economic, and social conditions that existed in the South and North before the Civil War?
•How did the differences between the North and South lead to war?
•Could the differences have been resolved using another means other than war?
What did you learn as a result of watching the film?
![Page 19: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/19.jpg)
Graphic Organizers Presented in Advance
Graphic organizers also provide students with guidance on what the important information is in a lesson or unit.
They give students direction and also provide a visual representing of the important information.
It is easy to see what is important and the relationships between the ideas and patterns in the information where they exist.
![Page 20: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/20.jpg)
Technology Tools for Advance Organizers
• Interactive Graphic Organizers
http://bit.ly/AeWMYM
• Teach-nology
– http://www.teach-nology.com/worksheets/
graphic/
• Sample Anticipation Guide
– http://bit.ly/anticipationguide
• Suzanne’s Diigo Links http://bit.ly/xHRaP9
![Page 21: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/21.jpg)
Anticipation Guides
![Page 22: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/22.jpg)
![Page 23: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/23.jpg)
![Page 24: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/24.jpg)
See the wiki for examples of advance organizers and anticipation guides
http://esu4instructionalstrategies.wikispaces.com
![Page 25: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/25.jpg)
Teach Back
• Work in pairs
• One person is teacher, one is student• Teacher: Explain why previewing new
knowledge is critical and one way you can preview new knowledge with students.
• Student: Listen to the teacher and ask questions for clarification.
• Switch roles
![Page 26: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/26.jpg)
Questioning
![Page 27: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/27.jpg)
Questions should . . . • Focus on what is important
• Promote high levels of thinking to deepen knowledge
–Infer
–Analyze
–Critique
![Page 28: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/28.jpg)
Share Your Wisdom
• Work in your groups of 4.– Choose a facilitator for your group.
– Choose a reporter for your group.
– Every group member is a recorder!
• Read each research-based statement about questioning.
• Discuss the implications for your classroom.
– What are you currently doing in your classroom that addresses each statement?
– What additional strategies might you use?
• When time is called, the reporter should be prepared to summarize the conversation.
![Page 29: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/29.jpg)
Teachers ask many questions. Most teacher questions are at the lowest cognitive level—known as
fact, recall, or knowledge.Implications:
– Sattes,B. & Walsh, J., (2005). Quality
questioning research-based practice
to engage every learner.
• Teachers asked an average
of 50.6 questions; students
posed only 1.8 questions in
a 30 minute period.– Encouraging teachers to encourage
children’s curiosity: A pivotal
competence. Journal of Clinical Child
Psychology, 8, 101-106.
• Teachers should plan their
questions before asking.
• Teachers should ensure that
questions match the
instructional objectives and
promote thinking.
• Teachers should purposefully
plan and ask questions that
require students to engage
in higher level thinking.
![Page 30: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/30.jpg)
How do you use questioning before a learning
experience?• Questions perform the same function as cues.
• Provide a focus for learning new information.
![Page 31: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/31.jpg)
Not all students are accountable to respond to all questions.
Implications:
• Teachers frequently call
on volunteers, and these
volunteers constitute a
select group of students.• Sattes,B. & Walsh, J., (2005).
Quality questioning research-
based practice to engage every
learner.
• Teachers should
establish classroom
norms that every
student deserves an
opportunity to answer
questions.
• All students’ answers
are important.
![Page 32: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/32.jpg)
How do you ensure every student has an opportunity
to respond?
![Page 33: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/33.jpg)
Every Child responds every time!
• “Smile if you’re ready.”
• “Nod if you’re on page 16.”
• “Hold your pen up and wiggle it if you have your
homework .”
• “If you agree with me on this, raise one pinky.”
• “If this concept makes sense to you, give me a
thumbs up.”
• “If you’re finished, turn your paper over.”
• “Hold up the handout if you have received one.”
Richard Howell Allen, Impact Teaching, 2002
![Page 34: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/34.jpg)
– Paired Responses (A/B partner response)
– Choral responses
– Hand signals (thumbs up/down)
– Popsicle sticks
– Response cards
– Response technologies
– Random Name Callers
• http://www.barryfunenglish.com/tools/random-student-selector
More ways to get every student involved . . .
![Page 35: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/35.jpg)
Have you done a Scoot?• Write content questions (enough so
there is one on every desk)• Give each student a response sheet
(depending on level, they can respond with A,B,C or single words or sentences)
• Each child goes to a desk and reads the question on the card and marks their response on their sheet.
• At the teacher’s signal, they move to the next desk.
![Page 36: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/36.jpg)
Teachers typically wait less than one second after asking a
question before calling on a student to answer.
Implications:
• Teachers wait even
less time before
speaking after the
student has answered.
• Sattes,B. & Walsh, J., (2005).
Quality questioning research-
based practice to engage every
learner.
• Both wait times 1 and
2 promote student
thinking and foster
more students
formulating answers
to more questions.
![Page 37: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/37.jpg)
Teachers often accept incorrect answers without probing; they frequently answer their own
questions.Implications:
• Sattes,B. & Walsh, J., (2005).
Quality questioning research-
based practice to engage
every learner.
• Teachers should seek to
understand incorrect or
incomplete answers
more completely by
gently guiding student
thinking with
appropriate probes.
![Page 38: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/38.jpg)
3838
Probes for incomplete or incorrect….
1. Say more about that….2. Give an example….3. Tell me why you think that….4. I might agree but I need
more….
![Page 39: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/39.jpg)
![Page 40: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/40.jpg)
What will I do to help students effectively interact with new
knowledge? • Peruse the handout
– What strategies do you see me use
today?
– What strategies could you use in your
classroom?
![Page 41: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/41.jpg)
In Summary…• Before learning new information, teachers should
help students retrieve what they already know about a topic or “activate prior knowledge.”
• Cues, questions, and advance organizers are three common ways that a classroom teacher helps students use what they already know about a topic to learn new information.
• Cues give hints of what is to be learned.• Analytical and inferential questions asked of
students before learning help fill-in the gaps and provide a focus for learning.
• Advance graphic organizers help students focus on important information by providing a mental set.
![Page 42: Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014](https://reader034.vdocuments.us/reader034/viewer/2022051316/56649ef55503460f94c08b97/html5/thumbnails/42.jpg)
Commitment:
•Jot down one new thing you will try in your classroom as a result of today’s discussion.
•Tell someone else what you plan to do.