Cues, Questions & Advanced Organizers
"Cues and questions are ways that a classroom teacher helps students use what they already know about a topic" (Marzano, 2001, p. 112).
Marzano (2001) claims that cues and questioning are vital to classroom practice. It has been calculated through research that questioning and cueing constitutes about 80% of the practices that occur within the classroom (Davis & Tinsley, 1967).
Some of the strategies I believe I will use in my classroom can be found below.
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Marzano (2001) claims that cues and questioning are vital to classroom practice. It has been calculated through research that questioning and cueing constitutes about 80% of the practices that occur within the classroom (Davis & Tinsley, 1967).
Some of the strategies I believe I will use in my classroom can be found below.
CLICK ON EACH IMAGE LINK TO SEE THE PRINTABLE VERSION
20. POW+TREE Graphic Organizer
Basics:
Process
When/Example: See Lesson Section. Harris, K., Graham, S., Mason, L. (2002). POW plus THREE equals powerful opinion essays-Improving writing in the early grades. CASL News, 6, 1-4. |
(Lorette, 2014)
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21. Frayer Model
Basics:
Process:
When/Example: This strategy is an excellent way to define vocabulary and find ways that the target words are applicable in the real world. This strategy allows students to find ways in which this term has been encountered in their lives. It serves many purposes in developing connections within vocabulary in a visually appealing way for the student. An example where this could be used would be when students are learning new vocabulary when reading through a text. Rather than ignoring it, the student can complete a Frayer Model organizer. This strategy can be used within a whole group, small group, or with individual students. Frayer, D., Frederick, W.C., & Klausmeier, H.J. (1969). A schema for testing the level of cognitive mastery. Madison, WI: Wisconsin Center for Education Research |
22. KWL
What I know----What I want to know----What I learned
Basics:
Process:
1. Have class (or student) determine the topic that is going to be researched.
2. The student will brainstorm what they already know about the topic prior to research.
3. The student will decide what they would like to learn about the topic. The student will write specifically what they want to know in order to direct their research. Could be in question format or bullet points.
4. After the research or reading has occurred the student will return to their organizer to write down the information that they learned as a result of their research.
When/Example: This strategy works to activate prior knowledge about a topic to guide the student into questioning and discovery of a topic through reading. This strategy can enhance reading comprehension and is an effective way to provide for purposeful reading. A way this could be implemented could be within a science unit. Perhaps the students are beginning a unit study of volcanoes. The teacher could provide a magazine about volcanoes for the students to read. The teacher would first want to activate prior knowledge by guiding discussion about what the students already know about volcanoes. Then the teacher might ask what the students would like to know about volcanoes through the reading. The students can then read the magazine article and will come back together as a class to discuss what new material was learned.
Ogle, D.M. (1986, February). K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher, 39(6), 564– 570.
What I know----What I want to know----What I learned
Basics:
- 5-10 minutes
- Room arrangement depending on if the strategy is used as a whole group or individually
- KWL Chart
Process:
1. Have class (or student) determine the topic that is going to be researched.
2. The student will brainstorm what they already know about the topic prior to research.
3. The student will decide what they would like to learn about the topic. The student will write specifically what they want to know in order to direct their research. Could be in question format or bullet points.
4. After the research or reading has occurred the student will return to their organizer to write down the information that they learned as a result of their research.
When/Example: This strategy works to activate prior knowledge about a topic to guide the student into questioning and discovery of a topic through reading. This strategy can enhance reading comprehension and is an effective way to provide for purposeful reading. A way this could be implemented could be within a science unit. Perhaps the students are beginning a unit study of volcanoes. The teacher could provide a magazine about volcanoes for the students to read. The teacher would first want to activate prior knowledge by guiding discussion about what the students already know about volcanoes. Then the teacher might ask what the students would like to know about volcanoes through the reading. The students can then read the magazine article and will come back together as a class to discuss what new material was learned.
Ogle, D.M. (1986, February). K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher, 39(6), 564– 570.
23. Cubing
Basics:
Process:
1. The teacher will print out a cube and determine the topic and the different tasks that will go on each side. Each side of the cube targets a different level of thinking. Each side should correspond to one of the following:
2. The teacher will create differentiated cubes with different levels of difficulty if needed or desired.
3. The students will be given the cube and will either work independently or with a small group.
4. The student will roll the cube and must complete the task written on the side that is rolled.
When/Example: This strategy is versatile as it can be used as an in-depth study of a topic or to get students acquainted with a topic early on. This strategy could be used in math to look at broad concepts such as fractions or perhaps in science to examine issues such as recycling or global warming. Students would then be required to complete different activities that are appropriate to the level of thinking listed above. It would help students display proficiency at multiple levels of learning.
Cowan, G., & Cowan, E. (1980). Writing. New York: John Wiley.
Basics:
- 15-20 minutes
- Room arrangement is determined by the teacher. The teacher may want to have students grouped in 3's or 4's for this strategy.
- Cube
Process:
1. The teacher will print out a cube and determine the topic and the different tasks that will go on each side. Each side of the cube targets a different level of thinking. Each side should correspond to one of the following:
- Describe it
- Compare it
- Associate it
- Analyze it
- Apply it
- Argue for or against it
2. The teacher will create differentiated cubes with different levels of difficulty if needed or desired.
3. The students will be given the cube and will either work independently or with a small group.
4. The student will roll the cube and must complete the task written on the side that is rolled.
When/Example: This strategy is versatile as it can be used as an in-depth study of a topic or to get students acquainted with a topic early on. This strategy could be used in math to look at broad concepts such as fractions or perhaps in science to examine issues such as recycling or global warming. Students would then be required to complete different activities that are appropriate to the level of thinking listed above. It would help students display proficiency at multiple levels of learning.
Cowan, G., & Cowan, E. (1980). Writing. New York: John Wiley.
24. Anticipation Guides
Basics:
Procedure
When/Example: This strategy could be used in all subject areas. One particular time this could be used could be within a science unit. If students are learning about the states of matter through a text the teacher could create an anticipation guide with statements concerning the 3 states of matter. Herber, H.L. (1984). Teaching reading in content areas. (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall. |