Looking closer Chapter 10 Cues Questions and Advance

Looking closer. . . Chapter 10 Cues, Questions, and Advance Organizers Discuss characteristics of a “good” question.

Cues, Questions, and Advance Organizers l Activate prior knowledge and you increase learning l Our background knowledge can influence what we perceive. (Brewer and Treyens, 1981)

What Students Remembered l 29 out of 30 remembered a desk and chair l 8 out of 30 recalled a bulletin board and skull l 9 recalled books – which were not there!

Research and Theory on Cues and Questions l Focus on IMPORTANT, rather than unusual information

Research and Theory on Cues and Questions “Higher Order” Questions Restructure Information Apply Knowledge

Research and Theory on Cues and Questions l Utilize wait time

Research and Theory on Cues and Questions l Incorporate questions before, during and after learning experiences

Classroom Practice Explicit Cues “Today, we are going to talk about. . . ”

Classroom Practice – Questions that Elicit Inferences • Things/People • Actions • Events • States of Being

Classroom Practice Analytical Questions l l Analyzing errors Constructing support l l Support a conjecture through examples and logic Prove a conjecture through use of established theorems or rules

Good Questions for Math Teaching

Research and Theory on Advance Organizers l l Effect sizes Important, not unusual Higher-level rather than lower-level thinking Information that needs organizing

Classroom Practice In Advance Organizers l l Expository Advance Organizers (describing the content) Narrative Organizers (telling the information in a story format) Skimming the Text (read the bold print or summary) Graphic Advance Organizers

Cues, Questions, & Advance Organizers l Educational researchers have shown that the activation of prior knowledge is critical to learning of all types.