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Chapter Four

Keith Richards Meghan OConnor Kathleen Boehmer

Keith Richards

on 27 April 2010

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Transcript of Chapter Four

Chapter Four Cues, Questions, And Advance Organizers There are six generalizations that pertain to cues, questions, and advance organizers 1. Cues, questions, and advance organizers should focus on what is important rather than what is unusual 2. "Higher-level" questions and advance organizers produce deeper learning than "lower-level" questions and advance organizers 3. Advance organizers are most useful with information that is not well organized 4. Different types of advance organizers produce different results 5. Waiting briefly before accepting responses from students has the effect of increasing the depth of students' answers 6. Questions are effective learning tools even when asked before a learning experience There are seven recommendations for classroom practice that pertain to these findings 1. Use expository advance organizers (advance organizers that include brochures, definitions, rubrics, and programs) 2. Use narrative advance organizers (advance organizers that are usually stories, articles, or artistic words) 3. Teach students skimming as a form of advance organizer 4. Teach students how to use graphic advance organizers (advance organizers that are usually tables, charts, or artistic words) 5. Use explicit cues 6. Ask questions that elicit inferences 7. Ask analytic questions There are several resources listed on page 75 in the text that focus on the concept of "higher-level" questions Table Project Rubric Project From Trivial Pursuit to Essential Questions and Standards-Based Learning
http://www.fno.org/feb01/pl.html http://rubistar.4teachers.org/ http://www.teach-nology.com/web_tools/graphic_org/kwl/ Kidspiration Video Demonstration and Tutorial http://www.inspiration.com/Videos/Kidspiration Inspiration Rapid Fire Video Feedback http://educationpl370chapter4.edublogs.org/ Goals for Today 1. Follow presentation and pay attention to all key points presented

2. Participate in discussions on the topics presented and have thoughtful contributions

3. Provide feedback and participate in all activities Brainstorming Activity Power Point Brainstorming
Work in pairs or small groups and brainstorm ideas about the importance brainstorming activities can have on students

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