This is your last assignment for this course...all assignments are due 8/20...thanks so much for participating in our course!!!
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Assignment #10: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 10: Cues, Questions and Advance Organizers.
A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategy of Cues, Questions, and Advance Organizers in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment.
• What is your purpose of using cues and questions in your classroom?
• Study the research results in Figure 10.1 for "Cues and Questions." In your experience, what makes some experiences with cues and questions better than others?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 10 and reflect briefly on your thinking after reading the “Research and Theory” section for Cues, Questions, and Advance Organizers. You may want to consider the point below in your reflection.
• Many teachers who are aware of the research on the use of "wait time" will confess that they do not use it often enough. What do you think are some of the reasons that might explain why teachers do not use this strategy systematically and effectively?
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to try out with your students (If you are not currently teaching, you may reflect upon how you would use this strategy in your classroom).
D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Ten: Cues, Questions, and Advance Organizers by clicking on the “comment” link below.
How has the information you read in this chapter on Cues, Questions, and Advance Organizers effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• Research confirms that advance organizers are powerful when they help students focus on what is important, not on what might be unusual. All the different types of advance organizers described in this chapter, however, require up-front planning on the part of the teacher. How would you respond to a teacher who complains that there just isn't time to prepare the organizers?
• What will you do to improve the effect of using cues, questions, and advance organizers in your classroom? – Will you make changes?
• How might you monitor the effects of cues, questions, and advance organizers on student learning?
A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategy of Cues, Questions, and Advance Organizers in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment.
• What is your purpose of using cues and questions in your classroom?
• Study the research results in Figure 10.1 for "Cues and Questions." In your experience, what makes some experiences with cues and questions better than others?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 10 and reflect briefly on your thinking after reading the “Research and Theory” section for Cues, Questions, and Advance Organizers. You may want to consider the point below in your reflection.
• Many teachers who are aware of the research on the use of "wait time" will confess that they do not use it often enough. What do you think are some of the reasons that might explain why teachers do not use this strategy systematically and effectively?
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to try out with your students (If you are not currently teaching, you may reflect upon how you would use this strategy in your classroom).
D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Ten: Cues, Questions, and Advance Organizers by clicking on the “comment” link below.
How has the information you read in this chapter on Cues, Questions, and Advance Organizers effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• Research confirms that advance organizers are powerful when they help students focus on what is important, not on what might be unusual. All the different types of advance organizers described in this chapter, however, require up-front planning on the part of the teacher. How would you respond to a teacher who complains that there just isn't time to prepare the organizers?
• What will you do to improve the effect of using cues, questions, and advance organizers in your classroom? – Will you make changes?
• How might you monitor the effects of cues, questions, and advance organizers on student learning?
10 comments:
After reading this chapter, I will improve my use of “higher level” questions in the classroom. Using “higher level” questions made me think back to the chapter on identifying similarities and differences and how I might integrate similarities and differences into my “higher level” questions. I appreciated the section with sample analytic questions that I can use with my students. These types of questions lend themselves naturally to much of the work being done around the Common Core in our school and classrooms and I could see easily implementing them into my classroom. One way I might monitor of the effects of cues, questions and advance organizers on my students is through listening to our classroom discussions as well as small group discussions among students. Another way I might monitor my students is through written responses or graphic organizers on a specific topic where cues or “higher level” questions were used.
Hi there Laura – As your response confirms…we are all ramping up our instruction at every grade level across the country to meet the lofty CCSS. I do think though that this will be a very exciting ride, and that our students are up for the challenge ;) I do hope that some of these strategies that you’ve learned throughout the course will support you as your bring your students learning to new levels in the years ahead! I wish you the best and want to thank-you for your participation in the course. I will let TINT know that you have completed all of the assignments. Have a great year!
After reading this chapter I’m inspired to use more of these strategies to activate prior knowledge with students in the classroom. The questions and cues appear to be simple ways to encourage kids to share what they already know, giving them a base to build future learning upon. Also the focus on “higher level” questioning is something I’d like to be better at using in the lower grades. Starting these skills early can only help students with problem solving and deeper thinking in the future. The use of advanced organizers to tie it all together seems appropriate, but also, presents a nice visual representation of their lessons that could easily translate to larger projects and assignments.
Assignment #10
After reading this chapter I definitely see the importance of asking quality questions about the topic and focusing those questions and cues on what I specifically want the kids to learn. I plan on making a practice of creating higher order questions prior to lessons and using some of the questions provided in the text that elicit inferences as part of my preparation.
Lesson #10 Cues, Questions, and advance Organizers
Questions? Questions? Questions!!!!! Too many times last year my students sat there like a deer caught in the headlights when I would ask a question. I realized that they thought there was only one right answer and they didn’t understand that I asked open-ended questions to get them thinking. Questions or cues are such a wonderful way to activate student’s prior knowledge (schema) and get them thinking about words or ideas they might see in a story. I often used this technique when teaching reading before we did a picture walk in a book. I think next year I will incorporate more student generated questions to raise the bar and have them create higher level questions. When I introduced these kinds of questions to my students I would use a narrative of going deeper into the water and really investigating our learning instead of just skimming the service of the pond. I used my hands to show deeper and skimming the surface so that they could visualize what I meant. Then we would practice asking the deeper questions about our subject and skimming questions that were easy answers. Here is an example: “What color was the little girl’s riding hood?” (Red) skimming question. “What was the little girl’s first mistake that caused all the trouble to happen?” (Talking to the Big Bad Wolf after her Mother told her not to talk to strangers.) deeper question with a cause and effect.
Thank you for an opportunity to take the class online. I liked having time to sit and ponder and reread without having to come up with something on the spot like I would have to do in a classroom. I usually think up something brilliant as I am driving home. (Insert smile here)
Hi Nicolette – As we all begin to strive to meet the CCSS, all grade levels are going to be needing to focus on higher level questioning…and you are right – the earlier – the better (but with developmentally appropriate instruction – and organizers can help you do this!). Thanks for sharing your great ideas throughout the course – I will let TINT know that you have successfully completed all of your coursework. Have a great school year!
Hi David – As I mentioned to Nicolette about, it will be very important to be asking higher order questions as we move to meet the demands of the CCSS! Thanks for your participation in the course – I’ll let TINT know that you have completed all of your assignments for the course. Best of luck this coming school year!
Hi there Debra – I loved your ideas and strategies for questioning your students. I’m glad that this course has given you the opportunity to stop and think about “strategies that work”. It’s been a pleasure to read the “brilliant” ideas you’ve come up with ;) I wish you the best as you work this coming year on infusing these strategies into your instruction. Thanks so much for your participation in this class – have a great year! I will let TINT know that you’ve successfully completed the course!
Assignment #10 Chapter 10 “Cues, Questions, And Advance Organizers”
There have been a few times when I have modeled using simple forms of graphic organizers with my kindergarten students. We did not use this strategy very often, due to the developmental age of my students. I do agree that using cues and questions helps students to use and apply what they know about different topics.
I found it interesting that the research discussed using important information verses unique or exclusive information. I thought linking unusual information was a good way to hook student’s curiosity or help them recall related information. I am glad I know the truth behind the research. This information will help me plan more effective lessons in the future.
I was encouraged to read that asking higher level questions and an increase in wait time, are all effective learning strategies that will enhance student learning.
I enjoyed the examples of the use of different applications of graphic organizers for many different subjects. I found the French class lesson interesting. I liked the fact that the instructor used the graphic organizer before the film to generate a learning focus and to encourage students to think about the topic before they were exposed to it. I thought this was a great idea and can see how a teacher could apply this approach in many different subjects.
Hi Laura – I think that so much of what you do (whether with graphic organizers…or anything else), you probably start with the modeling portion of the “Gradual Release” model….and especially with use of organizers, you’d probably be in the modeling phase for a while before most kids would be able to be using any independent practice. Thanks so much for sharing and participating in the course. I wish you the best of luck this coming school year (not sure if you guys have started yet…). I’ll let TINT know that you have successfully completed the course!
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