Cues, Questions and Advance Organizers

It seems that I always begin these by selecting the word processing application. While I know this is redundant, it also is the one dependable constant with regard to what the kids can access (and what teachers can handle!). I can see using something pretty simple with our lower grades. Even a two column table with graphics in one, and the second column labeled bridges (to use the text topic). If shown on a projected screen, kids could take turns dragging pictures of bridges into the Bridge column. By using several pages, with as many graphics as possible, the kids could all have a turn while also forming an understanding that bridges have many different looks. I could see something similar for slightly older students, with the object being to drag the picture under the correct type of bridge.

I have to admit that I never really considered video clips to be multimedia graphic advance organizers. I have tried to improve our DVD collection to include as much curriculum-related material as possible. The fact that most of the collection is classed as K-4 has always concerned me, but I now see that the use and reuse of these DVDs over the grade levels acts in just that way. For K, it is an introduction to information that they may not understand at all. For each year there after, the videos act as prior knowledge reminders, as well as setting the stage for a further extension of study. I think this is an interesting concept. Although simple, I feel that most teachers regard the use of videos and video clips as supplemental to the study in progress, rather than an organizational component. I can see how the use of clips, or perhaps a video in its entirety at the beginning of a study can set the stage, with clips being used as reinforcement as the study progresses. For some students, seeing and understanding a clip from what they saw earlier and failed to comprehend, could build confidence and self-esteem, as they recognize their own growth.