Cues & Questions

cue1

[kyoo] 

• Synonyms
• Examples
• Word Origin

noun

1.

anything that excites to action; stimulus.

2.

a hint; intimation; guiding suggestion.

3.

a sensory signal used to identify experiences, facilitate memory, ororganize responses.

verb (used with object), cued, cuing.

4.

to provide with a cue or indication; give a cue to; prompt:

Idioms

5.

cue (someone) in, Informal. to inform; give instructions, information,news, etc.,

question

[kwes-chuh n] 

• Synonyms
• Examples
• Word Origin

noun

1.

a sentence in an interrogative form, addressed to someone in order to 

get information in reply.

2.

a problem for discussion or under discussion; a matter for investigation.

verb (used with object)

1.

to ask (someone) a question; ask questions of; interrogate.

2.

to ask or inquire.

*Click on the links below to learn a little more about Cues:

(Leave me a comment on how you will use Cues in your classroom.)

http://www.learnalberta.ca/content/insp/html/teacher/usingcuesorprompts.pdf

https://k12teacherstaffdevelopment.com/tlb/classroom-management-techniques-using-cues/

http://people.bethel.edu/~shenkel/TeachingMethods/CueInfo/Cues.html

*Check out the video below on Cues and Questions:

Think-Pair-Share

Below is an article I found on ReadingQuest.org on the Think-Pair-Share strategy. Enjoy!

Strategies for Reading Comprehension
Think-Pair-Share
[Lyman, 1981]

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What Is Think-Pair-Share?
Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what students are to be DOING at each of those stages.
How Does It Work?
1) Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question.
2) Pair. Using designated partners (such as with Clock Buddies), nearby neighbors, or a deskmate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
3) Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on the overhead.

Why Should I Use Think-Pair-Share?
We know that students learn, in part, by being able to talk about the content. But we do not want that to be a free-for-all. Think-Pair-Share is helpful because it structures the discussion. Students follow a prescribed process that limits off-task thinking and off-task behavior, and accountability is built in because each must report to a partner, and then partners must report to the class.
Because of the first stage, when students simply THINK, there is Wait Time: they actually have time to think about their answers. Because it is silent thinking time, you eliminate the problem of the eager and forward students who always shout out the answer, rendering unnecessary any thinking by other students. Also, the teacher has posed the question, and she has EVERYONE thinking about the answer, which is much different from asking a question and then calling on an individual student, which leads some students to gamble they won't be the one out of 30 who gets called on and therefore they don't think much about the question. Students get to try out their answers in the private sanctuary of the pair, before having to "go public" before the rest of their classmates. Kids who would never speak up in class are at least giving an answer to SOMEONE this way. Also, they often find out that their answer, which they assumed to be stupid, was actually not stupid at all...perhaps their partner thought of the same thing. Students also discover that they rethink their answer in order to express it to someone else, and they also often elaborate on their answer or think of new ideas as the partners share. These, it seems, are powerful reasons to employ Think-Pair-Share in order to structure students' thinking and their discussion.

mind-set

[mahynd-set] 

 

• Examples
• Word Origin

noun

1.

an attitude, disposition, or mood.

2.

an intention or inclination.

Check out this link: What is Mindset?

Keep Calm and Do Your Homework (**Practice**)

Homework, or a homework assignment, is a set of tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced.

Main objectives and reasons for homework

The basic objectives of assigning homework to students are the same as schooling in general: to increase the knowledge and improve the abilities and skills of the students.^[1]However, opponents of homework cite homework as rote, or grind work, designed to take up children's time, without offering tangible benefit.^[2] Homework may be designed to reinforce what students have already learned,^[3] prepare them for upcoming (or complex or difficult) lessons, extend what they know by having them apply it to new situations, or to integrate their abilities by applying many different skills to a single task. Homework also provides an opportunity for parents to participate in their children's education.

Amount of homework required

A review by researchers at Duke University of more than 60 research studies on homework between 1987 and 2003 showed that, within limits, there is a positive interaction between the amount of homework which is done and student achievement. The research synthesis also indicated that too much homework could be counterproductive. The research supports the '10-minute rule',the widely accepted practice of assigning 10 minutes of homework per day per grade-level. For example, under this system, 1st graders would receive 10 minutes of homework per night, while 5th graders would get 50 minutes' worth, 9th graders 90 minutes of homework, etc.^[4]

Below are some great links about HOMEWORK/PRACTICE:

http://www.ascd.org/publications/newsletters/education-update/dec10/vol52/num12/Homework%E2%80%94To-Give-or-Not-to-Give.aspx

http://www.readingrockets.org/article/five-homework-strategies-teaching-students-learning-disabilities

http://busyteacher.org/5105-assign-effective-homework-students-will-enjoy.html

http://ms.aft.org/files/ct-assigninghomework_0.pdf

http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/4.2_Assignments_and_Homework.pdf

Perseverance

Perseverance is staying on task and not giving up. Perseverance is when you show commitment, pride, and a positive attitude when completing tasks. Perseverance is the ability to stick to something and complete a task even though difficult circumstances may try to prohibit you from finishing.

You show perseverance whenever you keep trying in spite of obstacles or discouragement. Perseverance is a day-to-day decision not to give up.

Ways Educators Can Encourage Perseverance in Students

1.     Believe in each child’s ability to achieve.

2.     Expect them to finish what they start.

3.     Avoid accepting excuses for unfinished work.

4.     Give positive feedback when a child puts forth extra effort.

5.     Help students realize that everyone makes mistakes, but what is important is to keep trying.

6.     Teach children how to regroup and start over.

7.     Motivate them to try new things.

8.     Encourage children to take responsibility for themselves and make constructive choices.

Since perseverance is a necessary ingredient for student achievement, it needs to be encouraged. Helping children learn to be patient and persist in spite of failure are attributes that will contribute to their future success.

Below are some websites that I have come across while researching perseverance that could be helpful in the classroom. Leave me a comment on what you think! :o)

http://www.kellybear.com/TeacherArticles/TeacherTip58.html (Classroom activities to promote perseverance)

http://schools.cms.k12.nc.us/beverlywoodsES/Documents/AprilPerseverance.pdf  (Perseverance Lesson for grades K-5)

http://www.kellerisd.net/studentsandfamilies/know/community-of-character/documents/traits/coc_perseverance_k-4.pdf  (Character Education - Perseverance Grades K-4)

http://www.ocls.info/campaign/charactertraits/_pdfs/perseverance_bookList.pdf  (Perseverance Book List Grades K-12)

Writing Tip: Check out this fun and creative way of getting students to persevere and add more details to their writing! The chain gets longer and longer when details continue to be added! Can be used in all grade levels as well as be used as an independent activity.

How to Get Organized: Organize Papers on Your Desk for Teachers

*Tidbit Tip: Getting Organized -- Organize Those Stacks of Paper. You've got bunches of papers held together with those giant-sized paper clips, and the stack is so thick, the clip is all twisted out of shape. Use spring-type clothespins instead. They stick out to the side when you have all the stacks piled up on your desk, and you can tape scraps of paper to the clothespins to identify what's in the stack.