Cues-Questions Health PowerPoint

1
Created by The School District of Lee County,
CSDC in conjunction with Cindy Harrison, Adams
12 Five Star Schools
Health CadreCues, Questions Advance Organizers
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 not 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, not 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) 
• ex symptoms of gonorrhea
• II. COMPREHENSION (translating, interpreting and
  extrapolating) 
• ex explain the difference between gonorrhea
  and syphilis
• III. APPLICATION (to situations that are new,
  unfamiliar or have a new slant for students) 
• ex If Suzie has Chlamydia and Jonnie has sex
  with Suzie, how soon would the symptoms appear.

9
Sample Higher Level Questioning

• IV. ANALYSIS (breaking down into parts, forms) 
• ex separate facts from the myths of STDs.
• V. SYNTHESIS (combining elements into a pattern
  not clearly there before)  
• Ex have a list of symptoms of viral and
  bacteria STDs and have the students match
  symptoms to the disease. 
•  
• VI. EVALUATION (according to some set of
  criteria, and state why) 
• ex Defend your opinion on unprotected sex.

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
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/

12
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

13
APPLES AND ORANGES

• With a partner,
• compare and
• contrast apples and oranges

14
APPLES AND ORANGES

• Compare and contrast the health benefits of
  apples and oranges.

15
Recommendations for Classroom Practice on
Questions and Cues

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

16
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

17
Recommendations for Classroom Practice on
Questions and Cues

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

18
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

19
Inferential Questions

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

20
Inferential Questions

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

21
1. Things and People

• What particular taste, feel, smell, or sound do
  the apples and oranges have?

22
2. Actions

• How did you feel after Alex finished her story
  about applesauce?

23
3. Events

• What time of year or season did this take
  place?

24
4. States/Emotions

• How did you feel emotionally when you got
  your apple?

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 an apple a day keeps the doctor
  away, how might this reasoning be misleading?
  Use your knowledge of the world to guide your
  thinking.

29
2. Constructing Support

• You are a doctor. What is your argument about
  apples being healthy?

30
3. Analyzing Perspectives

• If you could only choose one, an apple or an
  orange, which would you choose? What is your
  reasoning to support your answer?

31
Check Your Understanding

• Using the diagram included in your packet,
  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?

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 not 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
• Example

Neurons are nerve cells that transmit nerve
signals to and from the brain at up to 200 mph.
The neuron consists of a cell body (or soma) with
branching dendrites (signal receivers) and a
projection called an axon, which conduct the
nerve signal. The axon, a long extension of a
nerve cell, and take information away from the
cell body. Myelin coats and insulates the axon
increasing transmission speed along the axon.
The cell body (soma) contains the neuron's
nucleus (with DNA and typical nuclear
organelles). Dendrites branch from the cell body
and receive messages.
39
Narrative

• Story format
• Makes personal connections
• Makes seem familiar
• Example Charlies story

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
• If you recall, we had you preview these packets
  before we began. This was an example of skimming
  that you can use in your classroom.

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's hundreds!!!!
43
Graphic Organizer Activity

• As a group, complete a web on the facts of STDs.

STD