Cues, Questions and Advance Organizers

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Cues, Questions and Advance Organizers

• Karen Richardson

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Cues and Questions

• A way to help students use what they already know
  about a topic
• Activate prior knowledge
• Cues are hints about what they are going to
  learn
• Questions elicit from students what they already
  know
• Cueing and questioning account for 80 of what
  occurs in a classroom

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Selected Research Results
Synthesis Study Focus No. of ES Ave. ES Percentile Gain
Stone, 1983 Cues 83 .75 27
Hamaker, 1986 Questions 100 .75 27
Guzzetti, Snyder and Glass, 1993 Cues Questions 11 .80 29
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Research and Theory

• Cues and questions should focus on what is
  important as opposed to what is unusual.
• Higher level questions produce deeper learning
  than lower level questions.
• Waiting briefly before accepting responses has
  the effect of increasing the depth of student
  answers.
• Questions are effective learning tools even when
  asked before a learning experience.

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Classroom Practice

• Explicit Cues straightforward ways of activating
  prior knowledge tell them what theyre going to
  learn
• Inferential questions about things, people,
  actions, events, and states of being the students
  are studying
• Analytical questions
• Analyze errors
• Construct support
• Analyze perspectives

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Advance Organizers

• Developed by David Ausubel (1968)
• Relevant and inclusive introductory materials
• Bridge the gap between what the learner already
  knows and what he needs to know

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Selected Research Results
Synthesis Study Focus No. of ES Ave. ES Percentile Gain
Stone, 1983 Expository 44 .80 29
Stone, 1983 Narrative 12 .53 20
Stone, 1983 Skimming 15 .71 26
Stone, 1983 Illustrated 15 .52 20
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Research and Theory

• Advance organizers should focus on what is
  important as opposed to what is unusual.
• Higher level organizers produce deeper learning
  than lower level organizers.
• Advance organizers are most useful with
  information that is not well organized
• Different types of advance organizers produce
  different results.

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Classroom Practice

• Expository advance organizers
• Narrative advance organizers
• Skimming as a Form of Advance Organizer
• Graphics Advance Organizers