SQ3R

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SQ3R

• An active study-reading strategy
• The more active you are, the faster you learn.

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Step 1 Survey
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Survey Examples

• 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?

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Bottom Line

• In life, we prepare before we do something.
• While study reading, you need to prepare to read.

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How to Survey

• 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

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Purpose of Survey

• Improves background
• The better your background, the better your
  comprehension.
• Improves comprehension
• You will remember more
• Maps out reading

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Step 2 Question
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How to Question

• Turn first bold faced subtitle into a question

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Purpose of Questioning

• Gives reader a reason to read
• Forces reader to pay attention
• Gives reader a shopping list

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Example of Questioning

• Heading Particles in a Solid
• Think What might be contained in this
  paragraph?
• Question How are particles in a solid arranged?

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You Try Questioning

• Heading Scale and Size of Atoms
• Think ______________________
• Question

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Step 3 Read
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How to do Step 3 Read

• Read only one section at a time, looking for the
  answer to the question

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Purpose of Reading

• Read with the purpose of finding the answer to
  the question
• Keep the readers mind focused on the text

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Step 4 Recite
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How to Recite

• Stop at the end of the section
• Recall the question and answer it by
• Saying the answer aloud
• Saying the answer silently
• Discussing with a friend
• Taking notes
• If the question cannot be answered, re-read

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Purpose of Recite

• 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.

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Step 5 Review
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How to Review

• Return to first sub-title and recall question
• Recall answers
• Summarize all questions/answers
• Say it, write it, draw it

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Purpose of Review

• 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.

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Dense Questioning

• 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

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Text Question

• Information found in text
• Example
• Who is the narrator of the story

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Reader Question

• Readers experience, values, knowledge
• Example
• Have you ever wanted to run away?

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World/Literature Question

• Knowledge of history, other literature, or other
  culture
• Example
• To what other characterin a book or moviewould
  you compare the main character?

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Text/Reader Question

• Combines knowledge of text with knowledge of
  history
• Example
• What characteristics do you share with the main
  character?

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Text/Other Literature Question

• Combines knowledge of text with knowledge of
  other pieces of literature
• Example
• How does Holdens relationship with his sister
  compare with Esperanzas in The House on Mango
  Street?

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Reader/World Question

• Combines knowledge of readers own experiences
  with knowledge of other cultures and people
• Example
• In what ways are teenagers in other countries
  similar to American teens? How are they different?

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Reader/Other Literature Question

• Combines knowledge of readers own experience
  with other pieces of literature
• Example
• In what ways are you similar to or different from
  Holden and Esperanza?

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Dense Question

• Combines knowledge of all three areas into one
  dense question
• Example
• Why does Holden feel alienated and how is that
  related to what many of todays teens feel?
  Include in your answer a discussion of the extent
  to which you do or dont share these same
  feelings?

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Layered Curriculum

• Purpose Meet the needs of a wide variety of
  learners within the classroom

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Step 1 Layered Curriculum

• Give students a copy of the lesson plan and
  objectives

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Step 2 Layered Curriculum

• Divide the unit into three layers
• Bottom Layer C
• Variety of basic assignments
• Visual Learners video, art
• Auditory Learners lectures
• Traditional Textbook assignments
• Cross-curriculum involvement
• Include 7-10 options students choose 5

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Step 3 Layered Curriculum

• Create second, or B Layer assignments
• Requires more complex thinking
• Design, build, use, apply, problem-solve,
  brain-storm, compare/contrast
• Include middle layers of Blooms taxonomy
• Give students several choices

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Step 4 Layered Curriculum

• 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

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Step 5 Assessment

• 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