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Question-Answer Relationships. QAR. 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

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Presentation Transcript
chart
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
examples
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
slide4
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
benefits
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