SQ3R

1. SQ3R An active study-reading strategy The more active you are, the faster you learn.

2. Step 1 Survey

3. 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?

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

5. 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

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

7. Step 2 Question

8. How to Question • Turn first bold faced subtitle into a question

9. Purpose of Questioning • Gives reader a reason to read • Forces reader to pay attention • Gives reader a “shopping list”

10. Example of Questioning • Heading: Particles in a Solid • Think: What might be contained in this paragraph? • Question: How are particles in a solid arranged?

11. You Try Questioning • Heading: Scale and Size of Atoms • Think: ______________________ • Question:

12. Step 3 Read

13. How to do Step 3: Read • Read only one section at a time, looking for the answer to the question

14. Purpose of Reading • Read with the purpose of finding the answer to the question • Keep the reader’s mind focused on the text

15. Step 4 Recite

16. 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

17. 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.

18. Step 5 Review

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

20. 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.

21. 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

22. Text Question • Information found in text • Example: • Who is the narrator of the story

23. Reader Question • Reader’s experience, values, knowledge • Example: Have you ever wanted to run away?

24. World/Literature Question • Knowledge of history, other literature, or other culture • Example: • To what other character—in a book or movie—would you compare the main character?

25. Text/Reader Question • Combines knowledge of text with knowledge of history • Example: What characteristics do you share with the main character?

26. Text/Other Literature Question • Combines knowledge of text with knowledge of other pieces of literature • Example: • How does Holden’s relationship with his sister compare with Esperanza’s in The House on Mango Street?

27. Reader/World Question • Combines knowledge of reader’s 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?

28. Reader/Other Literature Question • Combines knowledge of reader’s own experience with other pieces of literature • Example: • In what ways are you similar to or different from Holden and Esperanza?

29. 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 today’s teens feel? Include in your answer a discussion of the extent to which you do or don’t share these same feelings?

30. Layered Curriculum • Purpose: Meet the needs of a wide variety of learners within the classroom

31. Step 1 Layered Curriculum • Give students a copy of the lesson plan and objectives

32. 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

33. 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 Bloom’s taxonomy • Give students several choices

34. 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

35. 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