Cues, Questions, and Advanced Organizers Strategy #16

QAR (Question, Answer, Relationship)

Basics: The QAR worksheet helps students to categorize questions asked in textbooks according to where and how they find the answer to these questions. By studying the different types of questions asked, students learn to find the answers to questions quickly and efficiently. This can require up to 40 minutes of class time depending on how long of a text the students are reading. Directions: 1. Pass out the QAR worksheets to the students. 2. Identify what text the students are suppose to be reading. When: When students need practice pulling out information from a text. When students need to read with purpose. Students learn different ways to answer questions. Students learn how to find answers to the questions. Source: International Center for Leadership in Education (n.d.). QAR. Retrieved May 2, 2013, http://www.hammond.k12.in.us/icle_reading/5%20CTE%20Reading%20Strategies/ 13%20CTE%20Reading%20QAR.pdf

Cues, Questions, and Advanced Organizers Strategy #17

OWLs (Observe, Wonder, Learn)

Basics: An OWL sheet helps students to record their observations and ask meaningful questions. Students can work in groups or pairs to observe a reaction, write down their observations, and then take the time to write down whatever questions they have at that time. This activity can take 20 minutes or more. By collecting these sheets, we can see what questions students may have about a new unit and then well know what to teach. Directions: 1. Organize the students into groups or pairs. 2. Pass out the OWL sheets. 3. Have them rotate in a work station like fashion to observe different experiments you have set up. 4. Have them record the information. When: When students need to learn to formulate their own questions. When team building is needed. Source: Ansberry and Morgan, (2005). Picture perfect science lessons: Using childrens books to grade inquiry. Arlington, VA: NSTA Press.

Cues, Questions, and Advanced Organizers Strategy #18

The Socratic Method

Basics: The Socratic Method is a classical teaching method that calls forth higher order thinking by asking the students questions in response to their questions. This means students will learn to process the answers to their original questions by responding to your questions. This method is somewhat spontaneous and cant necessarily be planned, but it requires no preparation and no materials. Directions: 1. When a student asks a meaningful question, help them to find the answer by using the Socratic Method. When: Really, the only time this is applicable is when students ask questions. Source: Dean, C. B., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction That Works (2ndnd ed., pp. 118-134). Alexandria,, VA: ACSD.

Cues, Questions, and Advanced Organizers Strategy #19

Time Sequence Patterns (Flow Chart)

Basics: This is a graphic organizer that helps to organize information in a time-line. For example, I may want to help student record the different atomic theories ranging from John Dalton to Rutherford and so on. They would organize the theories in a time line according to which one came firs and what proceeds afterwards. Directions: 1. Pass out the sheet containing the organized timeline (See below) 2. Make sure your lesson plan goes in the same order you want your students to record information. 3. Have them fill out the Time Sequence as you lecture. (This is also called a Flow Map.) When: When the order of which events occurred is important. When students need help organizing information chronologically. When charts and graphs help the visual learners. Source: Dean, C. B., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction That Works (2ndnd ed., pp. 118-134). Alexandria,, VA: ACSD.

Cooperative Learning Strategy #20

KWLs (Know, Want to Know, Learned)

Basics: KWL is an acronym for Know, Want to Know, Learned. It can be used as a pre-assessment tool for teachers entering a new unit. Gaining this information from students helps us to create more direct objectives and learning targets based on what out students want to know, or will defer us from teaching them things they already know. It can also be used at the end of a unit to let teachers know what objectives students mastered and what other things they may have wanted to learn that we can put into the lessons for the next year. This exercise requires paper/pencils or poster/markers and 15 minutes of class time. This strategy may be performed with individual students or with small groups. Directions: 1. For one small group, give them a large piece of poster board and instruct them to divide the poster up into three even sections. Then to title one section with Know, one with Want to Know, and the last one with Learned 2. For 15 minutes students will discuss with their groups what items they will write in each category. When: At the beginning of a new unit At the end of an old unit. When trying to figure out what topics might interest students in a certain unit. Source: Graphic Organizer (2006), North Carolina Regional Educational Laboratory (NCREL, 2006), Ogle (1986).