Word Cloud - Cues, Questions, and Advance Organizers
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Wednesday, October 13, 2010
Advance Organizers
Similar to cues and questions, advance organizers offer another way for students to access important information.
4 Generalizations of Advance Organizers (AO)
1. AO should focus on what is important as opposed to what is unusual.
2. "Higher level" AO produce deeper learning than the "lower level" AO.
3. AO are most useful with information that is not well organized.
4. Different types of AO produce different results.
which leads to...
Different Types of AO in the classroom
**Expository AO - describes new content
**Narrative AO - presents new info in story format
** Skimming - skim read over material to get the gist of concept before deeper learning
** Graphic AO - reference Chapter 6 in Marzano
4 Generalizations of Advance Organizers (AO)
1. AO should focus on what is important as opposed to what is unusual.
2. "Higher level" AO produce deeper learning than the "lower level" AO.
3. AO are most useful with information that is not well organized.
4. Different types of AO produce different results.
which leads to...
Different Types of AO in the classroom
**Expository AO - describes new content
**Narrative AO - presents new info in story format
** Skimming - skim read over material to get the gist of concept before deeper learning
** Graphic AO - reference Chapter 6 in Marzano
May I APK you a question?
Cues and Questions can comprise up to 80% of the class day.
APK - Activating Prior Knowledge
Ex"cues" me, I have a question or two I need to APK before we begin our lesson.
Other names for cues:
schema
background knowledge
experience
These are all just ways of making CONNECTIONS between the student(s) and the learning.
Text 2 Self
Text 2 World
Text 2 Text
APK - Activating Prior Knowledge
Ex"cues" me, I have a question or two I need to APK before we begin our lesson.
Other names for cues:
schema
background knowledge
experience
These are all just ways of making CONNECTIONS between the student(s) and the learning.
Text 2 Self
Text 2 World
Text 2 Text
Generalizations on Cues and Questions
There are four generalizations to help teacher with cues and questions.
1. Cues and questions should focus on what is important as opposed to what is unusual. Most teachers focus on what is interesting, rather than what is important, in the hopes of sparking interest. Research says - the more they know about something, the more they want to know about something.
2. "Higher level questions produce deeper learning than "lower level" questions. Most of the questions asked by teachers are lower level questions. By having students apply knowledge, it creates deeper, longer lasting learning.
3. "Waiting briefly before accepting responses from students has the effect of increasing the depth of students' answers. Research shows that this creates more effective student-to-student interaction.
4. Questions are effective learning tools even when asked before a learning experience. Asking questions before a learning activity sets the mental tone of the lesson, and engages students right from the start.
1. Cues and questions should focus on what is important as opposed to what is unusual. Most teachers focus on what is interesting, rather than what is important, in the hopes of sparking interest. Research says - the more they know about something, the more they want to know about something.
2. "Higher level questions produce deeper learning than "lower level" questions. Most of the questions asked by teachers are lower level questions. By having students apply knowledge, it creates deeper, longer lasting learning.
3. "Waiting briefly before accepting responses from students has the effect of increasing the depth of students' answers. Research shows that this creates more effective student-to-student interaction.
4. Questions are effective learning tools even when asked before a learning experience. Asking questions before a learning activity sets the mental tone of the lesson, and engages students right from the start.
Tuesday, October 5, 2010
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