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Classroom Strategies That Work. Questions, Cues, and Advance Organizers. Helping Students Activate Prior Knowledge. Question Rotation. What Are You Thinking About Questioning. Lower Order Questioning. To recall verbatim material previously read or taught
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Questions, Cues, and Advance Organizers Helping Students Activate Prior Knowledge
Lower Order Questioning • To recall verbatim material previously read or taught • Cannot use lower cognitive questions as evidence of content mastery, because it does not prove content mastery
Higher Order Questioning • Ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. • Higher-order questions in an open-ended and nurturing educational environment creates more synapses. • Questioning generates lateral thinking.
Key Findings • Learning increases when teachers focus their questions on content that is most important, not what they think will be most interesting to students. • Higher-level questions that ask students to analyze information result in more learning than simply asking students to recall information.
Question Prompts for Engaging Students in Higher Order Thinking
Increasing Wait Time • Difficult to increase • Uncomfortable • Explain • Experiment
Wait Time Most instructors allow their students less than one second of wait-time. When wait-time is increased to three to five seconds: • Number of student responses increases • Incidence of non-response decreases. • More evidence in support of responses • More speculative thoughts • More complex answers • Confidence increases • Student-to-student interactions increase • Conversational sequences/interchanges increase
What To Do When Students Don’t Respond • Repeat • Rephrase • Simplify • Ask another student to rephrase • Break down into its component parts • Make more specific • Clarify the difficulty • After each of the above alternatives, it is recommended that you allow another 5-10 seconds wait-time.
Analyzing Questions • Compare an oak tree to a dogwood tree • Predict what would have happen if drought conditions in the Piedmont section of NC into the early Fall of last year. • Choose which “season” is the best.
Question Analysis Activity 1-Examine the questions. 2-Determine what follow-up questions should be asked. 3-Identify what instruction must take place in order for students to be able to answer those questions or what pre-requisite skills must be in place.
Cues Helping Students Activate Prior Knowledge
105 Advance Organizers Helping Students Activate Prior Knowledge
Expository Advance Organizer Straightforward descriptions of new content emphasizing important content prepares students for what they will learn
Creating a Classroom Climate to Support Questioning When students are not used to having an instructor give them sufficient wait-time, they may not immediately take advantage of the opportunity to think, respond, or ask questions.
Creating a Classroom Climate to Support Questioning • Students, much like their instructors, may at first be uncomfortable with the added seconds of silence. It may be a good idea to tell students that you are experimenting with giving them more time to think and respond to your questions. • Letting students know the purpose of any changes you plan to make in the classroom or in your teaching behavior helps orient students to the change.
The Science and Art of Teaching…. Number off 1-2Ten minutes to read and write summary Move to the Music Person 1 Shares Summary for 2 MinutesPerson 2 Shares Summary for 2 Minutes
Steps to Implementation • Research • Read • Practice • Analyze • Evaluate • Reflect on student impact
SynonymsQuestions/Cues and Advance Organizers Questions/Cues Advance Organizers Preview Anticipatory set Outline Peek Hint Overview • Prompts • Hints • Clues • Previews • Scans • Glimpses
