Cues,+Questions+&+Advance+Organizers

=**Read and Reflect**=

How do you currently apply this strategy without the use of technology?

//I use this strategy daily, in every Science class I teach. Science is a subject that naturally lends itself to the questioning process and the use of graphic organizers very well.//

//I spend time every day to prepare for the classes I'll be teaching the next day. I go over the subject material, and the questions the publisher suggests to use, while also developing some of my own. I find that I often have to change my questioning strategy while in class, "on my feet," because sometimes what I think students know, they don't. Other times, they more than I thought they would about a subject, so I will have to adjust my questioning on that basis, as well. It seems like an ebb and flow at times.//

//Some classes are more curious than others, too, while ohers aren't so prone to wanting to question or to answer questions, so there can be a difference in how the classes digest the material being covered. It is my job to get the material covered regardless, so I need to be patient when letting students reflect on questions. I sometimes have to remind other students as well, not to become impatient with a classmate when they are taking their time trying to come up with an answer. Sometimes, it can be frustrating when only one or two students "get it" and the others don't. That's when we slow down and have students who do get it, teach the others who don't. Often kids can explain things in a way that other kids can relate to, and then they get it. Sometimes, the material may just need to be repeated another way, or by someone else, in order for the lightbulb to go on.//

//Graphic organizers are also a great way to present information to students. When budget woes don't impact the usage of paper, I will use a graphic organizer which is partially filled out, for them to finish filling in the information as we go over the lesson. The only piece of technology that I have in my room is an overhead projector, so it is used a great deal this way. When paper is not available, I will have the graphic organizer on the overhead, and students will have to copy the information on their own paper. There are graphic organizers which can be adapted for almost every concept, so I use them quite extensively.//

//I used to write information and questions in the margins of my T.M's, but found it to be limiting due to lack of space. I have just started to recently use a binder system for this purpose. I am finding this to be a much more organized and easier way to add information, web sites, links and articles in the news, while also adding questions that students have posed or that I have come up with. Sometimes, students come up with really good questions that are insighful and thought provoking.//

What new insight did you gain from the reading?

//I think I need to ask higher-level thinking questions more frequently and give more time for EACH student to answer.//

//I can do this by having each student write out their answer and then turn it in to me. I can quickly scan their answes to see who undertstands and who doesn't. If no one gets it, then I can reteach the material. If most everyone gets it, then they can go on to another activity while I offer some reteaching to those who really need it.Often,students don't want to answer orally, even when they know the material. Sometimes, it's because they think they are wrong and not confident in what they truly know. Sometimes they don't want other kids to think they are smart. Sometimes, it's because they are always the ones with their hands up and they are tired of being called on. while others are afraid of revealing they don't have a clue as to what the answer is. When this happens, then no one answers the question and there is only dead silence. At this point, I often find myself having to explain the answer, step-by-step, when in actuality, it may not be necessary.//

//I plan on using this strategy more often in the 2010 school year.//

=Apply and reflect=

Provide evidence of the tool you learned.

//I completed the activity and it can be viewed at: glog - 8289// http://grandma8.edu.glogster.com /glog - 8289 physical science Properties of Light Waves

How might you use this tool in your classroom?

//1. I think using glogster would be a very neat tool for my students to use to show they understand a concept by producing a piece which reflects their understanding. Glogster would require them to be original and would ensure they put some thought into the process. It would allow for creativity while still focusing on correct content. The fact that not only pictures, but sound as well, could be used, would help students who learn in either or both modalities. I am sure they would love it!

2. It could be used as a testing tool or as a culminating project for a unit or chapter.

3. The fact that kids or the teacher could make dynamic graphic organizers is a fantastic, appealing way to hook kids into the material.//

//4. It could also be used as a way to assess a student's knowledge of a lesson who doesn't necessarily do well on paper and pencil tests.//

//5. The only drawback is that there are some kids who don't have access to a computer at home, so they might find it a hardship to use this.

6. Getting access to computers in my building is often difficult. We have to share five computer carts amongst a staff of 60, so availability is often limited. I might want to use the computers but they might not be available at that day or time.//