1. Cues, Questions, and Advance Organizers New Teacher Boot Camp Suzanne Whisler ESU 4 January 31, 2014

2. 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

3. 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?

4. What’s in your toolbox?

5. From… To…

6. Category Ave. Effect Size Percentile gain Identifying similarities and differences 1.6145 Summarizing and note taking 1.0034 Reinforcing effort and providing recognition.8029 Homework and Practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 Setting objectives/providing feedback.6123 Generating and testing hypotheses.6123 Questions, cues, and advance organizers.59 22

7. How can teachers use cues, questions, and advance organizers to activate prior knowledge?

8. 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)

9. 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

10. How do you use cues in your classroom? – Brief teacher summary – Hints – Video Clip – Photos – Preview Questions – Quick Draw – Skimming Cues

11. 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.

12. 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

13. Technology Tools for Cues Videos – BrainPop http://www.brainpop.com/educators/home/http://www.brainpop.com/educators/home/ – Learn 360 http://www.learn360.com/Default.aspx?Pageid=371217 http://www.learn360.com/Default.aspx?Pageid=371217 – Watch Know Learn http://www.watchknowlearn.org/http://www.watchknowlearn.org/ – Khan Academy http://www.khanacademy.org/http://www.khanacademy.org/ – National Geographic Education http://bit.ly/zBFHyPhttp://bit.ly/zBFHyP – YouTube www.youtube.comwww.youtube.com Quiet youtube Photos – Getty Images http://bit.ly/zME8dzhttp://bit.ly/zME8dz – Google Images www.google.com

14. Advance Organizers

15. Advance Organizers Focus on what’s important Organize information Help students maneuver through text Enhance comprehension Aid in transfer of knowledge

16. K-W-L What do you know? What do you want to know? What did you learn?

18. 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?

19. 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.

20. Technology Tools for Advance Organizers Interactive Graphic Organizers http://bit.ly/AeWMYMhttp://bit.ly/AeWMYM Teach-nology – http://www.teach-nology.com/worksheets/graphic/ http://www.teach-nology.com/worksheets/graphic/ Sample Anticipation Guide – http://bit.ly/anticipationguide http://bit.ly/anticipationguide Suzanne’s Diigo Links http://bit.ly/xHRaP9http://bit.ly/xHRaP9

21. Anticipation Guides

24. SEE THE WIKI FOR EXAMPLES OF ADVANCE ORGANIZERS AND ANTICIPATION GUIDES http://esu4instructionalstrategies.wikispaces.com

25. 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

26. Questioning

27. Questions should... Focus on what is important Promote high levels of thinking to deepen knowledge – Infer – Analyze – Critique

28. 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.

29. 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.

30. How do you use questioning before a learning experience? Questions perform the same function as cues. Provide a focus for learning new information.

31. 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.

32. How do you ensure every student has an opportunity to respond?

33. 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

34. – 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...

35. 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.

36. 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.

37. 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.

38. 38 Probes for incomplete or incorrect….  Say more about that….  Give an example….  Tell me why you think that….  I might agree but I need more….

40. 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?

41. 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.

42. 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.