Cues, questions, and advanced organizers.

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by Spencer Montgomery2 views·Updated Jul 27, 2021
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  1. Hey guys, my name is Spencer Montgomery and I will
  2. be walking you through accused questions in advance organizers as
  3. a education tool and teaching strategy before we do dive
  4. in, I will show you our objectives for this little
  5. presentation. In addition to these objectives, I do hope you're
  6. able to brainstorm some examples of your own by the
  7. end of the lesson and just recognize the importance of
  8. properly using these tools in the classroom to get the
  9. most from them for yourself and your students.
  10. Now, these strategies of queues questions and advanced organizers are
  11. a common way that we direct our students in a
  12. path where they can connect previous information with new information
  13. or get a good idea of what is coming ahead
  14. when you're using queues in questions.
  15. In terms of a strategy, it is important to focus
  16. on your big ideas or your main points.
  17. Your questions to your students should be deep and allow
  18. them the ability to analyze the question and sparked better
  19. responses in that way, not just a quick yes or
  20. no answer.
  21. Um, also allowing enough time for them to actually process
  22. the question.
  23. You know, at least 15 seconds before you really start
  24. seeking responses is important.
  25. You're organizers should focus on allowing the student to show
  26. what they know versus what they need to know.
  27. This can be beneficial for you as well and help
  28. them see where they are and where they're going.
  29. And again, it should be focused on main points.
  30. There are going to be four types of organizers.
  31. Expository narrative and skimming graphic organizers as well.
  32. Yeah, Expository is gonna focus on describing new knowledge in
  33. helping students connect that new knowledge.
  34. It could be a pre filled bubble map would be
  35. a perfect example of this type of one narrative would
  36. be, you know, introducing the new topic idea or subject
  37. with a story.
  38. This is a great example of how you may do
  39. this in your classroom and then skimming through information is
  40. a classic one that I think we've all done ourselves
  41. in classrooms.
  42. It lets students preview what they're about to learn, can
  43. help them skim for main ideas or big concepts within
  44. the article and be prepared to have focused on this.
  45. Again, example, let your students skim an article for 60
  46. seconds before the beginning of the lesson or before the
  47. reading. Graphic organizers or any of those pictographs, descriptive patterns,
  48. you know, maps anything like that they want to use
  49. in the classroom.
  50. I feel like most of us have probably seen or
  51. done a K W.
  52. L chart.
  53. This is a great simple example of what a advanced
  54. graphic organizer can look like and be used for in
  55. your classroom.
  56. There are strengths and weaknesses to this style, just like
  57. in every other aspect of education styles.
  58. Um some of the strengths, you know, does help your
  59. students remember previous information, gives them a little preview or
  60. sneak peek of what they may learn.
  61. It does help them stay organized as well.
  62. Questions in this air in this strategy can also help
  63. identify what students know about the topic and do not
  64. know about the topic.
  65. And then those cues again can give our students a
  66. little preview of what is coming up.
  67. And that also can provide us the opportunity to really
  68. get their brain gears turning and that excitement going in
  69. terms of weaknesses in this strategy, if your questions are
  70. not good as you are going to struggle to create
  71. that excitement, interest, you know, and responses that have truly
  72. been analyzed and thought about in terms of those graphic
  73. organizers, they are really good tools, but they can be
  74. very structured um lack creativity and excitement in terms of
  75. what the students actually doing.
  76. And then again, it can lead to a lack of
  77. independence as well and then queues if your cues are
  78. not focused, uh they can easily lead to confusion, anxiety,
  79. um, distraction and just be time consuming for your students.
  80. So it is important to make sure if you are
  81. using this strategy to have all three of these pillars
  82. truly in sync and working for you some tips to
  83. avoid that pitfall, mixing up the type of questions between
  84. questions and analytical questions.
  85. This allows students to have questions that are focused on
  86. analysing and information and providing more than one answer.
  87. But also with the inferential questions, you're allowing students to
  88. showcase prior knowledge, new knowledge and kind of fill in
  89. these gaps in between and see how well they're truly
  90. grasping it.
  91. Virtues. These should be used at the beginning of the
  92. lesson. You need to be activating prior knowledge, previewing what
  93. is next and being straightforward.
  94. I do recommend mixing up these cues if possible, touching
  95. on prior knowledge and previewing what is next.
  96. And again, keep it simple and straightforward for those graphic
  97. organizers. Keep in mind with the age and grade level
  98. that you're working with in terms of how complex the
  99. organizer might be, Make sure you're using one that's appropriate
  100. for the subject or lesson so that students have enough
  101. space to write down or communicate exactly what you want
  102. from them and then make sure that it clearly bridges
  103. the gap between previous and new learning.
  104. Just like this strategy is made for.
  105. I do appreciate your guy's time.
  106. Hopefully you've learned some more about this strategy and style
  107. and can best apply it in your