Cues-Questions Foreign Language PowerPoint

1
Cues, Questions Advance Organizers
Created by The School District of Lee County,
CSDC in conjunction with Cindy Harrison, Adams
12 Five Star SchoolsAdapted by the Foreign
Language Cadre
Arlene DunnDavid FlechaDebbie FuchsCristina
Hernandez
2
Participant Outcomes

• Participants will
• Understand the purpose and importance of cues,
  questions, and advance organizers
• Identify ways to implement cues, questions, and
  advance organizers in the classroom
• Review examples of cues, questions, and advance
  organizers

3
(No Transcript)
4
Questions and Cues

• Discussion questions
• What makes a good question?
• How do you currently use cues in your classroom?

5
Cues and Questions

• Heart of classroom practice
• Account for 80 of what occurs in a classroom on
  a given day
• Involve explicit reminders/hints about what
  students are about to experience
• Activate background knowledge
• Aid students in process of filling in missing
  information

6
Research and Theory aboutQuestions and Cues

• Generalizations based on research
• Should focus on what is important but not what is
  unusual.
• Higher level questions produce deeper learning.
• Increasing wait time increases depth of answers.
• Questions are an effective tool even before a
  learning experience.

7
Research and Theory aboutQuestions and Cues

• Generalization 1
• Should focus on what is important but not what is
  unusual.
• Unusual may be interesting but can distract from
  what is important
• Generalization 2
• Higher level questions produce deeper learning.
• Causes students to restructure info

8
Sample Lower Level Questioning

• Based on Bloom's Taxonomy, Developed and Expanded
  by John Maynard
• I. KNOWLEDGE (drawing out factual answers,
  testing recall and recognition) 
• II. COMPREHENSION (translating, interpreting and
  extrapolating) 
• III. APPLICATION (to situations that are new,
  unfamiliar or have a new slant for students) 

9
Sample Higher Level Questioning

• IV. ANALYSIS (breaking down into parts, forms) 
• V. SYNTHESIS (combining elements into a pattern
  not clearly there before)   
•  
• VI. EVALUATION (according to some set of
  criteria, and state why) 

10
Now You Practice

• Think about a topic you teach.
• Write a question you could ask students that
  would engage the students in each of the 6 levels
  of Blooms taxonomy.

11
Blooms Taxonomy for the FL Classroom

• Knowledge Identify 21 Spanish speaking
  countries.
• Comprehension Classify Spanish speaking
  countries according to their geographical
  location.
• Application Explain why Hispanics from different
  countries might speak a different dialect of
  Spanish.
• Analysis Compare and contrast the exploration of
  the US vs the exploration of Latin American
  countries.
• Synthesis Predict how American influence is
  changing the Spanish language.
• Evaluation How would you have changed the
  discovery and exploration of the New World?

12
Webbs Depth of Model Knowledge

• Sept 2004 DOE memo regarding Cognitive
  Classification of Test Items
• Dr. Norman Webb is a professor at the University
  of Wisconsins Center for Educational Research
• 3 levels of cognitive complexity low, moderate,
  and high
• http//facstaff.wcer.wisc.edu/normw/

13
Research and Theory aboutQuestions and Cues

• Generalization 3
• Increasing wait time increases depth of answers.
• Should be several seconds
• Gives students more time to think
• Increases discussion and interaction
• Generalization 4
• Questions are an effective tool even before a
  learning experience.
• Develops framework

14
Recommendations for Classroom Practice on
Questions and Cues

1. Use Explicit Cues
2. Ask Questions that Elicit Inferences
3. Use Analytic Questions

15
Recommendations for Classroom Practice on
Questions and Cues

• Use Explicit Cues
• Preview of what about to learn
• Activates prior knowledge
• Should be straightforward
• Examples
• Tell what lesson is about
• Tell what standards/benchmarks will be covered

16
Recommendations for Classroom Practice on
Questions and Cues

1. Ask Questions that Elicit Inferences
2. Use Analytic Questions

17
Two Categories of Questions

• Inferential
• Help students fill in gaps from a lesson,
  activity, reading

• Analytic
• Often require students to use prior knowledge in
  addition to new knowledge to analyze, critique
  information

18
Inferential Questions

• Answer is implied
• Read between the lines
• Student fills in gaps
• Use prior knowledge
• Use new knowledge

19
Inferential Questions

• Four categories
• Things and people
• Actions
• Events
• States

20
1. Things and People

• What effect does the fairy godmothers visit have
  on Cinderellas life?

21
2. Actions

• How did Cinderella feel after the ball?

22
3. Events

• What is the significance of the ball?

23
4. States

• The fairy godmother changed Cinderellas outside
  appearance. What changes probably occurred in
  the way she felt inside?

24
Activity

• With a partner, write 2 questions about one of
  the below topics that could be used to help
  students make inferences about the topic (can
  probe about things people, actions, events, or
  state of being).

Oktoberfest Reunification of Germany
The Berlin Wall Modern Germany
25
Two Categories of Questions

• Inferential
• Help students fill in gaps from a lesson,
  activity, reading

• Analytic
• Often require students to use prior knowledge in
  addition to new knowledge to analyze, critique
  information

26
Analytic Questions

• Require students to analyze and critique the
  information
• Require them to use prior knowledge
• Require them to use new knowledge
• Designed around highly analytic thinking and
  reasoning skills
• Have more than one answer

27
Analytic Questions

• Three Skills
• Analyzing Errors
• Constructing Support
• Analyzing Perspectives

28
1. Analyzing Errors

• If you assume good wins over evil as the logic
  of this story, how might this reasoning be
  misleading? Use your knowledge of the world to
  guide your thinking.

29
2. Constructing Support

• You are Cinderella. What is your argument with
  your stepmother about why you should go to the
  ball?

30
3. Analyzing Perspectives

• Why would someone consider the stepmother to be
  good? What is your reasoning to support your
  answer?

31
Check Your Understanding

• Create a Venn diagram with your table partners
  that shows similarities and differences between
  inferential and analytic questions.

32
Advance Organizers

• An Advance Organizer is an organizational
  framework teachers present to students prior to
  teaching new content to prepare them for what
  they are about to learn.
• Discussion question
• When have you used advance organizers in your
  classroom?
• Do a Think-Pair-Share

33
When to use Advance Organizers

• Group projects
• Interactive lessons
• Lectures
• Homework assignments
• Class work assignments
• Other content area instructional activities
• Almost every activity in the general education
  and special education classroom

34
Research and Theory about Advance Organizers

• Generalizations based on research
• Should focus on what is important not unusual.
• Higher level advance organizers produce deeper
  learning.
• Most useful with information that is not well
  organized.
• Different types produce different results.

35
Research and Theory about Advance Organizers

• Generalization 1
• Should focus on what is important but not what is
  unusual.
• Unusual may be interesting but can distract from
  what is important
• Generalization 2
• Higher level advance organizers produce deeper
  learning.
• Causes students to restructure info

36
Research and Theory about Advance Organizers

• Generalization 3
• Most useful with information that is not well
  organized.
• Organizes information within a learning structure
• Generalization 4
• Different types produce different results.
• 4 Types

37
Recommendations for Classroom Practice on
Advance Organizers

• Use all 4 types of advance organizers
• Expository
• Narrative
• Skimming
• Graphic
• Not the only types
• Advance organizers come in many formats

38
Expository

• Describes content
• Written or oral
• Can include text and/or pictures
• Helps see patterns
• Examples recipes, directions for using a pay
  phone, directions for using public
  transportation, how to order a meal, how to shop
  at the open market, how to shop etc.

39
Narrative

• Story format
• Makes personal connections
• Makes it seem familiar
• Example
• Before beginning a unit about the experience of
  immigrant groups who moved to the U.S., Mr.
  Anderson told the story of his grandfather, who
  immigrated from Sweden.

40
Skimming

• Preview important information quickly by noting
  what stands out in headings and highlighted
  information
• Pre-reading questions or SQ3R (survey, question,
  read, recite, review) can be helpful before
  skimming
• Example
• When beginning a new lesson, gives students 60
  seconds to skim an article paying close attention
  to headings, subheadings, and the first sentence
  of each paragraph.
• This helps students become aware of what
  information they will be learning when they read
  the article more carefully.

41
Graphic Organizers

• Type of nonlinguistic representation which
  visually represents what the students will learn
• Examples

42
Graphic Organizers-More Examples

• Find words that rhyme
• Inverted Triangle (going from general to
  specific)

There are hundreds!!!!
43
Graphic Organizer Activity

• Your 9th grade class has just completed a lesson
  on Christmas Holidays in Hispanic speaking
  countries.
• Their task is to write an essay describing
  their ideal Hispanic Christmas Holiday.

My Ideal Christmas
44
Partner Activity

• Count off by 3s
• In your group discuss
• Teachers say they dont have time to develop
  cues, questions, and advance organizers. What
  would you say to them?
• Person 3 rotate to a new group and summarize
  your groups discussion. Then discuss.
• How could you model the use of these 3
  strategies?
• Person 2 rotate and summarize. Discuss
  question
• What are look fors in the classroom for
  effective use of these strategies?