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Using Cue Cards Throughout the K12 Curriculum

a

Greg Conderman & Laura R. Hedin

a

Northern Illinois University

Published online: 14 Jan 2015.

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To cite this article: Greg Conderman & Laura R. Hedin (2015) Using Cue Cards Throughout the K12 Curriculum, Kappa Delta Pi
Record, 51:1, 24-30, DOI: 10.1080/00228958.2015.988561
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Differentiated Instruction
Kappa Delta Pi Record, 51: 24-30, 2015
Copyright Kappa Delta Pi
ISSN: 0022-8958 print/2163-1611 online
DOI 10.1080/00228958.2015.988561

Using Cue Cards

Throughout the
K12 Curriculum

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by Greg Conderman
and Laura R. Hedin

Abstract
As a flexible instructional tool, cue cards offer support for students with and without disabilities. By
providing different amounts of support, they also
can be used to differentiate instruction in a variety
of subject areas and grade levels. This article
describes various strategies for using cue cards and
includes examples from K12 classrooms.
Key words: differentiated instruction, inclusive
education, special ed/non-GT
24

KAPPA DELTA PI RECORD JANMAR 2015

Elementary teacher Miss Brobst (all names are

pseudonyms) wants her kindergarten students
to become more independent while transitioning into their morning routine. Similarly, middle
school special educator Mr. James wonders how
to help students remember their homework and
other required daily classroom supplies. Additionally, Mrs. Hetzler has noticed that many students
in her high school Algebra 1 class are confusing
or forgetting the steps for solving a basic algebra

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problem. Each of these teachers may discover

that cue cardsindex cards, cardstock, laminated
sheets or pieces of paper, or even class posters
containing written or visual steps, procedures,
instructions, or guidelineswill help students
reach these goals.
Teachers such as Miss Brobst, Mr. James, and
Mrs. Hetzler are seeking evidence-based practices to improve their instruction and advance
student outcomes. At the same time, they are
increasingly assuming responsibility for teaching
students with a wider range of skills and abilities,
such as those who are gifted and talented, those
who are developing at grade level, those with
disabilities, and those who do not speak English
as their first language. Consequently, teachers
must differentiate instruction and support each
students learning (Tomlinson & McTighe, 2006).
Although not a new method, teachers may find
the use of cue cards especially appropriate given
this increase in student diversity. In this article,
we define cue cards, describe advantages of cue
cards, list instructional steps for using cue cards,
and provide examples of types of cue cards that
teachers and students can use throughout the
K12 curriculum.

What Are Cue Cards?

Cue cards are written reminders, steps, classroom
posters or displays, or pictorial supports for all
students, a small group of students who need
additional support or reminders, or an individual
student. Because of their small size, they are usually portable, private, and easily stored. Students
can keep cue cards in their binders, backpacks,
or the inside door of their lockers, or use them
as bookmarks. They also are inexpensive to develop and often can be constructed on-the-spot.
Although most cue cards are written on portable
index cards, teachers can create electronic versions by developing or loading the cue card on
a students laptop, iPad, or other mobile device.
Class-wide cue cards, larger in size, are displayed
for all students in the class. These might display
a list of classroom expectations, steps in the writ-

ing process, shapes and sequence of the alphabet

letters, numerals on a number line, vocabulary
words and their definitions, chemistry or math
formulas, and other charts or tables such as the
periodic table of the chemical elements.
A students individualized cue card, the focus
of this article, may appear slightly different from
those on the wall, because it can include a column or space to check off each step after or during completion. Recording completion promotes
students self-regulation and provides the teacher
the ability to monitor progress, check outcomes,
and redirect unsuccessful efforts (Berk, 2003).
Individualized cue cards are especially helpful
for students with learning disabilities or attention deficit disorders who need support managing academic and behavioral tasks (Harris, Reid,
& Graham, 2004) and for students who need
help developing a schema, arranging thoughts,
managing behavior, or organizing knowledge
(Zimmerman & Schunk, 2001).
Teachers across various grade levels and
subjects use cue cards to effectively support
instructional practices, backed by research, for
students with and without disabilities in special
and general education classrooms (Mason, Harris, & Graham, 2002). For example, teachers use
cue cards with students with disabilities to help
them remember steps for math problems (Joseph
& Hunter, 2001); monitor reading comprehension strategies (Sencibaugh, 2008); understand
expository texts (Mason, Snyder, Sukhram,
& Kedem, 2006); establish writing goals and
improve written compositions (Baker, Chard,
Ketterlin-Geller, Apichatabutra, & Doabler, 2009);
and improve self-management skills (Murphy &
Korinek, 2009). Cue cards also are effective for
students without disabilities to help them learn
reading strategies (Pilonieta & Medina, 2009);
understand expository texts (Mason et al., 2006);
learn tennis skills (Iserbyt, Madou, Elen, & Behets,
2010); transition from concrete to semi-concrete
representation in mathematics (Bahr & de Garcia,
2010); and plan and edit writing products (Harris,
Graham, Mason, & Friedlander, 2008).

Greg Conderman is
a Professor of Special
Education at Northern
Illinois University. His
research interests include co-teaching, strategy instruction, and
methods for students
with disabilities. He is
a former special education teacher and educational consultant. Email:
GConderman@niu.edu
Laura R. Hedin is an
Associate Professor of
Special Education at
Northern Illinois University. Her research interests include co-teaching,
literacy methods, and
science instruction. She
is a former elementary
teacher. Email: LHedin@
niu.edu

KAPPA DELTA PI RECORD JANMAR 2015 25

Differentiated Instruction
Advantages for Students

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Cue cards offer several key advantages for students. First, cue cards accommodate individual
students areas of concern. For example, some
students have long- or short-term memory issues
that impact their ability to complete assignments,
perform well on tests, or contribute meaningfully
to class discussion (Smith, Polloway, Patton, &
Dowdy, 2006). Cue cards provide memory supports that promote student independence in these
tasks by listing daily assignments, test-taking
strategies, or ways to appropriately participate
in class. Similarly, students who do not have
their multiplication facts memorized could use
individualized math fact cards that include only
facts they still need to learn; and students who do
not have all letter sounds mastered could benefit
from a cue card with the letter and an associated
picture cue (e.g., the letter m and a picture of
a mountain). In these examples, the cue card
serves as an accommodation for the memory
issue and allows the student to complete work
independently.
Second, cue cards help students access the
general education curriculum, as required by the
Individuals with Disabilities Education Improvement Act (2004) and the No Child Left Behind
Act of 2001 (2003). Students with disabilities are
increasingly receiving a greater proportion of their
instruction in general education settings where
they are expected to meet rigorous academic and
behavioral expectations (U.S. Department of Education, 2009). Cue cards can help these students
organize and structure complex information. For
example, if noted as an accommodation on a students Individualized Education Program (IEP) or
Section 504 Plan, a student who confuses parts of
a plant cell could refer to a labeled diagram while
writing a science lab report or even when taking a
science quiz. Similarly, a student who confuses the
sequence of historical events could benefit from a
cue card in the form of a timeline. Used in these
ways, cue cards not only can make assignments or
assessments easier, but also allow students to apply higher-level thinking skills while responding
26

KAPPA DELTA PI RECORD JANMAR 2015

to and focusing on the big ideas of the curriculum

(Tomlinson & McTighe, 2006).
Third, as suggested in earlier examples, cue
cards help students become more independent.
Using individualized cue cards, students rely less
on others and may complete tasks with less adult
or peer support. To illustrate, a student who is not
yet English proficient could use a cue card that
includes critical vocabulary words in his or her native language along with the English equivalents
to support comprehension of text, discussion, a
video, or a PowerPoint presentation. A student
with vision issues who cannot see classroom posters could be given a large-print or braille cue card
with detailed classroom procedures for a fire drill
or other classroom events. A student who is gifted
may complete a project that has some structure
but also includes open-ended tasks while referring
to a cue card which states the project goal and
requirements (e.g., timeline and number or type
of materials).
Optimally, students use of particular cue
cards will fade as they master the skills or knowledge; yet for some students, a certain cue card
may be needed for a considerable amount of
time. Teachers can gradually diminish students
dependence on a cue card by encouraging them to
memorize steps, teaching them to test themselves
by covering up familiar or mastered cue card
steps, introducing a mnemonic to remember the
steps, or having students quiz one another with
a partner or in small groups.

Instructional Steps
Cue cards are not appropriate for every student
or every situation. For example, cue cards would
be inappropriate if the goal is for students to
explore or generate various approaches to solving math problems or design an original piece
of art, music, or creative writing using discovery
or self-expression. Their use is appropriate when
students are learning a multistep process or procedure they must complete in a specific order or
when students confuse or forget steps (Reid &
Lienemann, 2006).

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In situations appropriate for cue card use, just

providing a cue card does not guarantee student
use or benefit. Some students require explicit
teacher instruction on using the cue card. In fact,
several researchers (Deshler & Schumaker, 2006;
Reid & Lienemann, 2006; Sabornie & deBettencourt, 2009) suggested the following instructional
steps for successful student cue card use:
1. Informally assess students current skill or knowledge level. Determine gaps in the students
skill or knowledge level through the use of a
pretest, activity, or analysis of work products
such as homework assignments, worksheets,
or other products. For example, after reviewing student homework, Mrs. Hetzler realized
that many students misapplied the steps of
solving basic algebra problems.
2. Develop the cue card. Based on the students
skill or knowledge gaps, develop the cue card.
Consider the purpose of the cue card, create
a title, include no more than seven steps or
procedures to avoid memory overload, write
steps or include a picture of the process or
procedure in order, begin each written step
with a verb to activate student engagement
with the task, consider which format is best
suited for the students and the skill, and
decide where students will keep the cue card
(Conderman & Hedin, 2011). Miss Brobst
developed a visual display cue card (described
later) for some of her kindergartners who
needed support with the morning routine.
The card illustrated the sequential steps of (a)
placing their coats in the lockers, (b) entering
the room quietly, (c) finding the folder with
their name and photograph, and (d) beginning folder work quickly.
3. Discuss steps on the cue card. Introduce steps
on the cue card and describe the benefits
and uses of the card. Mr. James gave a brief
overview of each step on the card and then
explained to his students how the class materials cue card would help them be more
organized, save time, reduce embarrassment,
and earn better grades.

4. Model the use of the cue card. Use a think-aloud

(Oster, 2001) to demonstrate how to use the
cue card. In the think-aloud, demonstrate
how to successfully use the cue card. Model
metacognitive skills by asking and answering
questions such as, When could I use this cue
card? What is the first step? Second step?
How do I know if I am doing the steps correctly? What do I do if I get stuck? During her
demonstration, Mrs. Hetzler showed the cue
card on the SMART Board, talked through
several algebra problems, and checked off
each step as she completed the problem.
5. Have students memorize steps on the cue card.
Encourage students to memorize the steps in
their order on the cue card. Memorization
can be completed later in the instructional
sequence, but it should not be omitted. Remember that the end goal is for students, as
much as possible, to eventually complete the
task without the use of the cue card. During
the beginning and conclusion of her daily
math class, Mrs. Hetzler made a game out of
reviewing and memorizing steps.
6. Have students practice using the cue card with
some support. To ensure proper use of the cue
card, have students practice with it during
partner, small group, or whole class activities.
Ask strategic questions to guide students as
they interact with the card. Before Mr. James
had students use their class organizational
cue card independently, he and his students
role-played various scenarios using the card
in each situation to determine when certain
assignments were due, when physical education clothes were needed, and when similar
items were scheduled.
7. Gradually fade the use of the cue card. Over time
and as much as possible, encourage students
to complete the task without the use of the
cue card. Miss Brobst discovered that some
students quickly learned the morning routine
and no longer needed the pictorial cue card.
She also noticed which students still relied
on the cue card, and she encouraged them to
KAPPA DELTA PI RECORD JANMAR 2015 27

Partnerships

Figure 1. Steps-Only Cue Card.

Steps for Writing Short-Answer Response
Read
Think
Organize
Write
Edit

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think about the steps without looking at it.

8. Teach students to develop their own cue cards.
Have students create their own cue cards after they have experienced success with a variety of others. Also let them share their cue
cards with peers. As Mrs. Hetzler introduced
math problems and processes throughout
the semester, she urged students to develop
and share their own personalized cards that
helped them remember ways to solve various types of problems.

Types and Examples of Cue Cards

Because of their flexibility, cue cards can be
used with students in any grade level and any
subject. Teachers can differentiate their use for
students needing various kinds of support. For
example, teachers can vary the number of steps,
number and choice of words, examples, and
formats of cue cards. The following examples
illustrate uses of cue cards in these formats: (a)
steps-only, including only the written steps
of a process or procedure; (b) visual display,
including a picture or drawing of the steps; (c)
two-column cards, often including one column
listing the steps and the second column indicating either an example of each step or a place for
students to check off the step after completion;
and (d) three-column cards, often including
one column listing the step, another column
providing an example of the step, and the third
column for students to track completion of each
step (Conderman & Hedin, 2011).

Steps-Only Cards
The steps-only cue card provides only
the steps of a process or procedure and thus
is useful to students who understand the process but forget the steps or their order. When
studying mitosis in science, for example, the
steps-only card could display (depending on
28

KAPPA DELTA PI RECORD JANMAR 2015

the curriculum) the words interphase, prophase,

metaphase, anaphase, telophase, and cytokinesis.
Other steps-only cards might list the process
for completing a structured art project, research project, recipe, or learning strategy.
For example, a card for multiplying binomials
could list the acronym FOIL with the words
first, outer, inner, and last.
Teachers also can develop steps-only cue
cards to provide options or choices for students
when they have completed their work, show the
agenda for the day or class, or list the procedure
for transitioning to and from activities. Because
the steps-only cue card does not offer an explanation or visual of the steps, it provides only
minimal support; yet it is a sufficient reminder
for some students. Figure 1 shows a steps-only
card Mr. Harris developed for his fourth and
fifth graders on writing short-answer responses
for science and social studies exams.

Visual Display Cards

In contrast to steps-only cards, visual
display cards include the steps and an accompanying visual, picture, or icon of each step
as additional support. Consequently, visual
display cue cards are especially appropriate for
differentiating instruction for young children,
students who are poor readers, those who
are not proficient with English, and those
who process information visually. Using clip
art pictures, images from the Internet, or
drawings, teachers can develop cards that
show rather than just tell about a process
or content-related information. Therefore, a
visual display cue card on mitosis not only
lists the phases of the process but also shows
students through the accompanying drawings
or pictures what occurs in each step.
Courses that introduce and use symbols,
such as a journalism class requiring students
to use proofreading marks, are good candidates for visual display cue cards. Further,
young children often benefit from drawings
that depict classroom rules, pictures associ-

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Figure 2. Visual Display for Common Music Symbols.

Music Symbols

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Symbol

Meaning

ated with letter sounds, or icons associated

with concepts. For example, to support reading comprehension, teachers can use figures
to represent characters or a house to represent
the setting of a story. After introducing basic
musical terms, Mr. Cherif developed the visual
display cue card shown in Figure 2 for his
elementary music class.

Treble clef (G clef)

Two-Column Cue Cards

Whole note

Two-column cue cards come in a variety

of formats. Typically, they include the steps
of the process or procedure in one column
with an associated explanation, example, or
place for the student to check off each step
after completion in the other column. Because
two-column cards provide more information
(such as a brief explanation or example),
they provide more instructional support for
students and are appropriate when students
forget or confuse what occurs in each step.
Including explanations or examples on the
cue card provides a helpful, convenient, and
consistent format; eliminates the need for
students to search for the steps in their text
or notes; reduces the chance of student error; and eliminates the need for the teacher
to reteach the whole process. In effect, twocolumn cards provide a quick reference and
tutorial. Like other cue cards, and as shown
in Figure 3, Mr. McCradys two-column cards
can support students with academic skills or
behavioral expectations.

Three-Column Cue Cards

Three-column cue cards are similar
to two-column cards except they contain
an additional column for students, often
for students to check off their completion
of each step; thus these cards are usually
more interactive than two-column cards.
Including the self-regulation component is
appropriate for students having difficulty
planning and executing behaviors, adjusting the outcomes of their problem-solving

Bass clef (F clef)

Whole rest

Figure 3. Examples of Two-Column Cue Cards.lumn Cue Cards.

Step

Multiplying Fractions

Read the problem and notice the multiplication

sign.

Example
1/2 2/4

Multiply the numerators (top numbers).

12=2

Multiply the denominators (bottom numbers).

24=8

Write the answer.

1/2 2/4 = 2/8

Double-check your answer.

1/2 2/4 = 2/8

Simplify or reduce, if possible.

2/8 = 1/4

Did I . . .

Behavior Expectations

Arrive to class on time by being in my seat quietly when the bell rang?

Yes or No

Bring all necessary class materials?

Yes or No

Begin the bell-ringer activity immediately?

Yes or No

Submit any necessary assignments?

Yes or No

Raise my hand to talk?

Yes or No

efforts, and using metacognitive skills (Reid

& Lienemann, 2006).
Cue cards support students metacognition skills as they independently use processes
needed for classroom success. Two different
types of three-column cards are shown in
Figure 4. The first is an adaptation of the
error monitoring strategy, often referred to as
COPS (Schumaker, Nolan, & Deshler, 1985).
KAPPA DELTA PI RECORD JANMAR 2015 29

Figure 4. Examples of Three-Column Cue Cards.

COPS Editing
Step

Ask yourself

C (Capitalization)

Did I capitalize the first word of every sentence and all proper nouns?

O (Overall
Appearance)

Did I look over my paper to make

sure it is neat, easy to read, and
does not have any spacing or
messy errors?

P (Punctuation)

Did I use the correct end punctuation for every sentence?

S (Spelling)

Did I spell all the words correctly?

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Self-Monitoring Behavior
Behavior

Looks like

Asking permission to speak

Raising your hand with arm fully extended in the air (without waving it)
and waiting quietly for the teacher
to call on you

Complying with
teacher request

Doing what the teacher asks (e.g.,

get out your pencil, take notes,
begin your assignment) within 10
seconds of the request

Making appropriate comments to

classmates

Saying positive comments, compliments, or please-and-thank-you

statements to peers using a polite
voice tone

Check () when
completed

References

Tally (Mark each

time you display
this behavior.)

Miss Williams used this cue card when students

edited their own work and also when engaged
in peer-editing. The second is a self-monitoring
cue card for Eric, a fifth grader who has some
behavioral goals.

Concluding Thoughts
General and special education teachers at all
levels are facing instructional time constraints
and increased accountability, challenging them
to accomplish more in less time (Konrad, Joseph, & Itoi, 2011). In addition, classrooms are
increasingly diverse, requiring teachers to use a
variety of instructional methods to differentiate
instruction. As a flexible instructional tool, cue
cards offer various levels of support to students
in diverse classrooms by listing steps to a process or procedure, providing visuals to depict
30

KAPPA DELTA PI RECORD JANMAR 2015

steps in a process, or giving brief explanations,

examples, and space for students to engage in
self-regulation. As part of a teachers instructional repertoire, cue cards are one more tool
to help students meet rigorous academic and
behavioral standards.

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