Advance organizers, cues, and questions for instructional strategies

A teacher should use a variety of instructional tactics to lead pupils from the known to the unknown with the goal of developing a new notion from well-known material. In order to set the stage for learning, the teacher, who serves as the group’s leader in the classroom, should ascertain what the students currently know and make connections between new ideas and that knowledge. To get students to concentrate on the subject of their studies, you’ll need methods and resources like questions, prompts, and advance organizers. It is the teacher’s responsibility to select the materials and instructional techniques that will best meet the needs of the students (Green & Thomas, 2015). For example, a teacher can use questions and provide learners with cues to promote replies. Questions would make students think deeper on the topic and further come up with various perspectives that would enhance their learning ability. Specifically, application of high-order questions that requires the use of critical thinking skills is necessary for broadening the students’ knowledge.

Besides, advance organizers work as effective as questions in improving student’s learning ability and retention of informing if applied efficiently. Advance organizers include stories, pictures, and charts can use by teachers to set the stage for instruction. The use of advance organizers would provide learners with a visual framework for the information and support their learning skills (Green & Thomas, 2015). Conclusively, it is important for the teacher to use questions, clues, and advance organizers while starting lesson to expand on the most valuable content and lead the learners to the most important points. This will not only motivate students but also raise their curiosity on the topic and make them think critically.

Reference

Green, R., & Thomas, I. (2015). Using Instructional Strategies to Enhance Student Achievement. In National Forum of Teacher Education Journal (Vol. 25, No. 3).