0 evaluări0% au considerat acest document util (0 voturi)
168 vizualizări2 pagini
Student Questions for Purposeful Learning (sqpl) gives students ownership and purpose to learning. This technique is ideally used around a statement put up on the board, followed by a reading. Students pair up and generate 2 to 3 questions they would like answered about the statement.
Student Questions for Purposeful Learning (sqpl) gives students ownership and purpose to learning. This technique is ideally used around a statement put up on the board, followed by a reading. Students pair up and generate 2 to 3 questions they would like answered about the statement.
Student Questions for Purposeful Learning (sqpl) gives students ownership and purpose to learning. This technique is ideally used around a statement put up on the board, followed by a reading. Students pair up and generate 2 to 3 questions they would like answered about the statement.
1. Student Questions for Purposeful Learning: (SQPL)
2. Purpose of Activity: This activity begins with a teachers prompt to stimulate student questions. This technique is ideally used around a statement put up on the board, followed by a reading. SQPL is used so that students can begin to ask and answer question. This technique gives students ownership and purpose to their learning. 3. Audience: Any grade level, any content, and any ability level. 4. Text: Usually used with a thought provoking statement written on the board, but could be used with a narrative poem, play, informational text, Internet video, etc. 5. Guidelines for implementation: -Create a statement that is related to the material to be read and covered in the days lesson. The statement does not have to be factually true as long as it provokes interest and curiosity. Its only a matter of time before Earth will be hit by a large object from outer space. -Most often this statement created will be written up on the board, but can be told orally. -Students pair up and generate 2 to 3 questions they would like answered about the statement. Ask students to share their questions, and write them on the board. Eventually, similar questions will be asked by more than one pair. These repeated questions should be starred or highlighted. -After all questions are shared, look over the studentgenerated list and decide if you would like to add some questions of your own. -At this point, students will be ready for the information source so they can seek answers to their questions. Tell them as they read or listen to pay attention to information that helps answer the questions from the board. -As content is covered, stop periodically and have students discuss with their partners which questions could be answered. -Students can be asked to record the questions from the board in their notebooks for later study. 6. Modifications and Accommodations: Students needing extra support could use computers to type their questions. Students can be paired with other students that can help with writing and
talking about the questions. Students could also respond by
drawing pictures of what they are thinking. 7. Strengths: SQPL Really can help students become interested and attentive about the content being covered. Since they are creating their own questions, they have ownership and purpose to their learning. Working in pairs is also a great support for most students. This technique really helps the teacher step back so the students have more teaching, talking, and thinking time. Weaknesses: Some students might be shy sharing their questions aloud to the whole class. It may be difficult for some students to think up of questions quickly. Fisher, Brozo, Frey, Ivey. P. (2015). 50 Instructional Routines to develop Content Literacy (3rd edition). Pearson Education. Presented by: Melissa Hof Date: February 11, 2015