The Effects of Cue-Do-Review on Teaching Assistant and Student Perceptions of Learning

As a result of increasing emphasis placed on high quality education for all students through such legislative mandates as the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA), teachers cannot afford to waste valuable instruction time. Evidence-based practices are required to assist all students as they work toward meeting federal and state content requirements. Cue-Do-Review, a teaching sequence that can be used in any lesson, regardless of content level, age of the students, or ability level, is one way to help ensure classroom instruction time is used effectively, as well as efficiently. By purposefully targeting specific teacher behaviors at the beginning, middle, and end of a lesson, students are more likely to connect with, and remember content. In the current study, graduate school teaching assistants were asked to participate in a short one-hour professional development session, during which they learned specific behaviors to include in their lessons at the beginning, middle, and end. Undergraduate candidates were given a survey both prior to the professional development (before midterm), and at the conclusion of the course near the end of the semester. The teaching assistants were also surveyed before and after the professional development activity. An analysis of results indicated that undergraduate candidates whose teaching assistants used the Cue-Do-Review sequence, responded more positively to the learning experience, sharing that the sequence had a positive effect on their perceptions of learning. The researchers suggest possible interpretations for the results as well as areas for future study.