Generalizations from the Research on Cues and Questions

Report
Presented by
Christine Debrossy, Jennifer Fischer, Lori Montone, and Cathy Nee
What are Cues and Questions?
CUES
Cues are explicit
reminders or hints
about what students are
about to experience.
QUESTIONS
Questions perform the
same function as cues –
they trigger students’
memories and help
access their prior
knowledge.
1. Use Explicit Cues
Examples:
•WALT
•WILF
•KWL
•Visuals
1. Cues and question should focus on what is
important as opposed to what is unusual.
2. “Waiting” briefly before accepting responses
from students has the effect of increasing
the depth of students' answers.
3. Questions are effective learning tools even
when asked before a learning experience.
4. Higher level” questions produce deeper
learning than “lower level” questions.
Our prior
knowledge
Influence
what we
perceive.
The questions that __________ face as they
raise _______ from _________ to adult life are
not easy to answer. Both _______ and
_________ can become concerned when
health problems such as ______ arise any
time after the ____ stage to later life. Experts
recommend that young ______should have
plenty of ________ and nutritious food for
healthy growth. _______ and _____ should
not share the same ________or even sleep in
the same _____. They may be afraid of the
_____.
Our prior
knowledge
Influence
what we
perceive.
The questions that poultrymen face as they
raise chickens from incubation to adult life
are not easy to answer. Both farmers and
merchants can become concerned when
health problems such as cough arise any time
after the egg stage to later life. Experts
recommend that young chicks should have
plenty of sunshine and nutritious food for
healthy growth. Banties and geese should
not share the same barnyard or even sleep in
the same roost. They may be afraid of the
dark.
2. Use questions that require literal and higher
order thinking skills.
Examples:
 Ask questions that elicit inferences.
 Use analytic questions that ask students to:
1. Analyze errors
2. Construct support
3. Analyze perspectives
CINDERELLA
Sample Inferential Questions
Math
Social Studies
What is the significance of
dividing both sides of the
equation by ½ instead of
distribution the ½?
½ (x-3) =8
How does the monetary policy
affect inflation in the United
States?
Language Arts
Science
What is the emotional state of
Macbeth after the death of the
King?
How does boiling change the
state of water?
1. Empowers students to think critically and
work cooperatively.
2. Challenges them to use literal and higher
order thinking skills (inferential &
analytical).
3.
Calls for students to recognize the four
types of questions.
1. Right There
2. Think and Search
3. Author and You
4. On My Own
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
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Today was the first half of Cues and
Questioning and Advanced Organizers.
In the next session we will review Advanced
Organizers.
March 13th you will share your examples and
implementation within the curriculum.

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