4.+Cues,+Questions,+&+++++Advance+Organizers

**Generalizations from the Research**
1. Cues, questions, and advance organizers should focus on what is important as opposed to what is unusual. 2. “Higher level” questions and advance organizers produce deeper learning than “lower level.” 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.

**Classroom Recommendations**
1. Use expository advance organizers. 2. Use narrative advance organizers. 3. Teach students skimming as a form of advance organizers. 4. Teach students how to use graphic organizers. 5. Use explicit cues. 6. Ask inferential questions. 7. Ask analytic questions.

**Technology**
[|Inspiration] [|BrainPOP] [|United Streaming] [|PBS: NOVA Online] [|CELLS alive]

Other Resources
The following resources focus on the concept of "higher-level" or "essential" questions: [|From Trivial Pursuit to Essential Questions and Standards-Based Learning] [|Applying Bloom's Taxonomy] [|Bloom's Taxonomy Model Questions and Key Words] [|For the Best Answers, Ask Tough Questions] [|The Art of Questioning] [|Graphic Organizers] [|Best Practices in Using Advance Organizers] [|Best Practices in Using Cues and Questions] [|Advance Organizers] - WikEd [|Advance and Graphical Organizers] [|Frayer Model] [|Printables of Organizers Implementation Ideas] [|Advancing Learning -] a classroom example [|Questioning Experts] - a classroom example