Question-Answer Relationships

1. Question-Answer Relationships QAR

2. Chart • 2 major categories: in book, in head • Sub-categories: • Right There: basic comprehension, fact finding • All book • Think and Search: complicated by need to find information in several places/sources, still fact finding and/or recall • All book, more work • Author and Me: evaluations of what was read, requires material understood on a deeper level, use of logic and prior knowledge • In my head, but have to read the material to answer • On my Own: background knowledge, personal experiences, predictions, etc. • Completely in my head; does not need to read anything to answer

3. Examples • OMO: Think of a time you had to make a difficult choice. What made it so difficult? • Pre-reading • RT: How does Jerry get the Grover Cleveland card? • comprehension • TS: When did Jerry have to make tough decisions in the story? • Comprehension, synthesis • AM: How would you describe Jerry’s feelings toward Armand? • Deeper thinking, analysis

4. Uses • Identify types of questions in textbook (where to find answers, how to answer) • Scaffold learning (RT -> TS -> AM) • Activate prior knowledge (OMO) • Student-created questions of each type for class discussions

5. Benefits • Engage learners on numerous levels • Improve critical thinking, comprehension, and recall • Students aware of their own learning • Clearer expectations • Improve teaching: asking questions on all levels • Improve learning: students asking better questions