Background Knowledge	Lesson 2: Readings (6)	-

The Cue-Do-Review Sequence

Excerpted from
Bulgren, J. A., Lenz, B. K., Deshler, D. D., & Schumaker, J. B. (1995).
The concept comparison routine.
Lawrence, KS: Edge Enterprises, Inc.

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The Cue-Do-Review Sequence comprises three instructional phases. In the first phase, "Cue," the teacher cues students that the routine will be used to present critical information and prompts them to attend to and participate in it. In the "Do" phase, the Linking Steps are used to present the Concept Diagram. Finally, in the "Review" phase, students' understanding of both the concept information and the analytical process is checked and reinforced.

The following example relates specifically to the Concept Comparison Routine.

CUE

• Name the Concept Comparison Routine or the Comparison Table
• Explain how it will help students learn
• Specify what students need to do to participate in the routine

DO

• Communicate the names of the concepts to be compared
• Obtain the name of the Overall Concept to which the targeted concepts belong
• Make lists of the known characteristics of each concept
• Pin down the characteristics shared by the concepts
• Assemble categories that describe the shared characteristics
• Record characteristics that are not shared by the concepts
• Identify categories that describe the characteristics that are not shared
• Nail down a summary of how the targeted concepts are alike and different
• Go beyond the basics of the lesson through the use of a challenge question

REVIEW

• Ask questions related to the characteristics of the concepts
• Ask questions related to the Like and Unlike Characteristics
• Ask questions related to the Like and Unlike Categories
• Ask questions that prompt the students to reflect about and review the process of comparing one concept to another
• Ask questions that prompt the students to consider how comparing and contrasting concepts is a helpful learning tool