Advance Organizers: I Read, I Think, Therefore... - pdtogo.com
Advance Organizers: I Read, I Think, Therefore... - pdtogo.com
Advance Organizers: I Read, I Think, Therefore... - pdtogo.com
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<strong>Advance</strong> <strong>Organizers</strong>:<br />
<strong>pdtogo</strong>.<strong>com</strong>/smart<br />
I <strong>Read</strong>, I <strong>Think</strong>, <strong>Therefore</strong>...<br />
1. Identifying similarities and differences<br />
2. Summarizing and note taking<br />
3. Reinforcing effort and providing recognition<br />
4. Homework and practice<br />
5. Nonlinguistic representations<br />
6. Cooperative learning<br />
7. Setting objectives and providing feedback<br />
8. Generating and testing hypotheses<br />
9. Cues, questions, and advance organizers<br />
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works<br />
1
<strong>Advance</strong> <strong>Organizers</strong>:<br />
I <strong>Read</strong>, I <strong>Think</strong>, <strong>Therefore</strong>...<br />
Cues, questions, and advance organizers help students use what they<br />
already know about a topic to enhance further learning. Research shows<br />
that these tools should be highly analytical, should focus on what is<br />
important, and are most effective when presented before a learning<br />
experience.<br />
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works<br />
2
I read<br />
I think...<br />
<strong>Therefore</strong>....<br />
4
I read<br />
I think...<br />
<strong>Therefore</strong>....<br />
5
I read<br />
I think...<br />
Larry Towell / Magnum Group<br />
<strong>Therefore</strong>...<br />
6
I <strong>Read</strong>...<br />
I <strong>Think</strong>...<br />
<strong>Therefore</strong>...<br />
7
A young man brings a<br />
bouquet of flowers to<br />
the home of a girl who<br />
goes to his school.<br />
8
I <strong>Read</strong>...<br />
I <strong>Think</strong>...<br />
<strong>Therefore</strong>...<br />
9
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