Cues and Questions and Advanced Organizers

1. Cues and Questions and Advanced Organizers Presented by Christine Debrossy, Jennifer Fischer, Lori Montone, and Cathy Nee

2. CUES Cues are explicit reminders or hints about what students are about to experience. QUESTIONS Questions perform the same function as cues – they trigger students’ memories and help access their prior knowledge. What are Cues and Questions?

3. Recommendation #1 1. Use Explicit Cues Examples: • WALT • WILF • KWL • Visuals

4. Generalizations from the Research on Cues and Questions 1. Cues and question should focus on what is important as opposed to what is unusual. 2. “Waiting” briefly before accepting responses from students has the effect of increasing the depth of students' answers. 3. Questions are effective learning tools even when asked before a learning experience. 4. Higher level” questions produce deeper learning than “lower level” questions.

5. The questions that __________ face as they raise _______ from _________ to adult life are not easy to answer. Both _______ and _________can become concerned when health problems such as ______ arise any time after the ____ stage to later life. Experts recommend that young ______should have plenty of ________ and nutritious food for healthy growth. _______ and _____ should not share the same ________or even sleep in the same _____. They may be afraid of the _____. Our prior knowledge Influence what we perceive.

6. The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchantscan become concerned when health problems such as cough arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. Our prior knowledge Influence what we perceive.

7. Recommendation #2 2. Use questions that require literal and higher order thinking skills. Examples: • Ask questions that elicit inferences. • Use analytic questions that ask students to: • Analyze errors • Construct support • Analyze perspectives

8. CINDERELLA

9. Sample Inferential Questions Math What is the significance of dividing both sides of the equation by ½ instead of distribution the ½? ½ (x-3) =8 Social Studies How does the monetary policy affect inflation in the United States? Language Arts What is the emotional state of Macbeth after the death of the King? Science How does boiling change the state of water?

10. QARQuestion Answer Relationship 1. Empowers students to think critically and work cooperatively. 2. Challenges them to use literal and higher order thinking skills (inferential & analytical). 3. Calls for students to recognize the four types of questions.

11. QAR FOUR TYPES OF QUESTIONS 1. Right There 2. Think and Search 3. Author and You 4. On My Own

12. Looking Forward • Today was the first half of Cues and Questioning and Advanced Organizers. • In the next session we will review Advanced Organizers. • March 13th you will share your examples and implementation within the curriculum.