Transcript SQ3R

SQ3R
An active study-reading strategy
The more active you are, the
faster you learn.
Step 1 Survey
Survey Examples
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What does a coach do to get an overview
of the opponent?
What planning do you do before going on
vacation?
What preparation must be done before
building on a lot?
Bottom Line
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In life, we prepare before we do
something.
While study reading, you need to prepare
to read.
How to Survey
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Read titles and subtitles
Read bold-face print, italics
Read new vocabulary words
Read introduction/summary
Read objectives
Study graphics
Read questions at end of section/chapter
Purpose of Survey
Improves background
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Improves comprehension
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The better your background, the better your
comprehension.
You will remember more
Maps out reading
Step 2 Question
How to Question
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Turn first bold faced subtitle into a
question
Purpose of Questioning
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Gives reader a reason to read
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Forces reader to pay attention
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Gives reader a “shopping list”
Example of Questioning
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Heading: Particles in a Solid
Think: What might be contained in this
paragraph?
Question: How are particles in a solid
arranged?
You Try Questioning
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Heading: Scale and Size of Atoms
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Think: ______________________
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Question:
Step 3 Read
How to do Step 3: Read
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Read only one section at a time, looking
for the answer to the question
Purpose of Reading
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Read with the purpose of finding the
answer to the question
Keep the reader’s mind focused on the
text
Step 4 Recite
How to Recite
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Stop at the end of the section
Recall the question and answer it by:
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Saying the answer aloud
Saying the answer silently
Discussing with a friend
Taking notes
If the question cannot be answered, re-read
Purpose of Recite
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Reciting transfers information from
working memory to long term memory
Think about the reading for 5-7 seconds to
transfer info to long term memory
Without reciting, info will be discarded
from working memory in 18-20 seconds.
Step 5 Review
How to Review
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Return to first sub-title and recall question
Recall answers
Summarize all questions/answers
Say it, write it, draw it
Purpose of Review
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Locks information in long-term memory
The greatest amount of forgetting occurs
right after learning. Review slows this
process
Get to see all the important info one last
time.
Dense Questioning
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Interaction between reader, text, world
Students pose questions
Students interpret and synthesize ideas
Students pose relevant questions about
the reading
Students relate new info to prior
reading/experiences
Text Question
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Information found in text
Example:
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Who is the narrator of the story
Reader Question
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Reader’s experience, values, knowledge
Example:
Have you ever wanted to run away?
World/Literature Question
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Knowledge of history, other literature, or
other culture
Example:
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To what other character—in a book or
movie—would you compare the main
character?
Text/Reader Question
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Combines knowledge of text with
knowledge of history
Example:
What characteristics do you share with the
main character?
Text/Other Literature Question
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Combines knowledge of text with
knowledge of other pieces of literature
Example:
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How does Holden’s relationship with his sister
compare with Esperanza’s in The House on
Mango Street?
Reader/World Question
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Combines knowledge of reader’s own
experiences with knowledge of other
cultures and people
Example:
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In what ways are teenagers in other countries
similar to American teens? How are they
different?
Reader/Other Literature Question
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Combines knowledge of reader’s own
experience with other pieces of literature
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In what ways are you similar to or different
from Holden and Esperanza?
Dense Question
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Combines knowledge of all three areas
into one dense question
Example:
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Why does Holden feel alienated and how is
that related to what many of today’s teens
feel? Include in your answer a discussion of
the extent to which you do or don’t share
these same feelings?
Layered Curriculum
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Purpose: Meet the needs of a wide
variety of learners within the classroom
Step 1 Layered Curriculum
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Give students a copy of the lesson plan
and objectives
Step 2 Layered Curriculum
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Divide the unit into three layers
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Bottom Layer “C”
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Variety of basic assignments
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Visual Learners: video, art
Auditory Learners: lectures
Traditional: Textbook assignments
Cross-curriculum involvement
Include 7-10 options; students choose 5
Step 3 Layered Curriculum
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Create second, or “B” Layer assignments
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Requires more complex thinking
Design, build, use, apply, problem-solve,
brain-storm, compare/contrast
Include middle layers of Bloom’s taxonomy
Give students several choices
Step 4 Layered Curriculum
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Create the final “A” Layer
Requires most complex thought/critical
thinking
Mix research with personal opinion
Example: Letter to a legislator, arguing
their position.
Create several choices
Step 5 Assessment
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Students orally present assignments to teacher
for evaluation
Verify that the learning objectives have been
met.
“C” grade denotes basic understanding of
concepts
“B” grade indicates understanding and
application
“A” grade means mastered content including
critical analysis