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QARs and 3 level Questioning: Moving from On, Between, to Beyond the Lines

QARs and 3 level Questioning: Moving from On, Between, to Beyond the Lines. Questioning Strategies. The Trajectory of Inquiry. Establishing the facts Inferring the patterns and implied meanings Critiquing and applying what has been learned. QARs.

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QARs and 3 level Questioning: Moving from On, Between, to Beyond the Lines

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  1. QARs and 3 level Questioning: Moving fromOn, Between, to Beyond the Lines Questioning Strategies

  2. The Trajectory of Inquiry • Establishing the facts • Inferring the patterns and implied meanings • Critiquing and applying what has been learned

  3. QARs • Helps students GENERATE and answer questions: students who understand how questions are written do better in answering questions • Helps students monitor their comprehension of the text • Allows students to assess their comprehension of the text • Encourages elaborative and critical thinking and moves towards CONCEPTUAL AND PROCEDURAL UNDERSTANDING • Helps refute the common misconception that the text (music, symbols) tells all • Helps students develop independence as learners by writing quality questions for leading their own discussion. • Following the inquiry pattern: starting with the data to operating on data to interpret and moving to evaluation and application

  4. Right There • Literally Right There! Point and find in the text

  5. Think and Search • All the information is in the text and you have to connect the dots, seeing and explaining a pattern • Students literally search for various details and “think” about the nature of the connection between the details

  6. Author and Me • Readers bring their own knowledge to bear on a text • Partly in the story - But you must bring your knowledge to bear • Thinking about your personal experiences and the world and adding these to textual data • “What do you think…. • “If you were the main character, what would you… • “If this character were in a different setting (like China) what do you think would happen if….

  7. On my own • Do not require textual information from the specified reading, and applies unerstandings regarding the topic to real world issues and applications • “What makes a speech powerful?” • Literally move to an inquiry type question • Questions are evaluative and/or applicable: answers typically stake a claim about the world or potential actions that could be taken place

  8. Testing our understanding, re: The Cay • Who was Timothy? • What was Timothy’s most significant challenge during his year with Philip? • If you had only one badge of courage to award to a character, to whom would you give it? • Who will survive? What capacities are most important to survival?

  9. Science • Right There: promotes careful observation and considers direct evidence • Think and Search: Promotes seeing relationships among data and seeing of patterns across data sets. Promotes the making of reasonable inferences and hypotheses, and a consideration of indirect evidence to make predictions and theorize

  10. Science • Author and Me • Promotes creating models and extending these for altered context • Personal innovation and engagement with scientific ideas On my Own: Promote the application of scientific concepts and processes, making connections between scientific learning and real-world issues and problems

  11. Math qar • RT: establish facts and understand details • TS: Discern patterns and relationships in data, infer proper operations necessary to solve problem • AY: Consider how to find missing information that might be helpful…alternative operations, ways of solving problems • OMO: Real-world applications of general principles and problem solving procedures. Think like a mathematician

  12. Sequence of QAR • Teacher models • Mentoring: Teacher and class practice answering, coding and identifying questions together • Students identify, code and answer questions together • Teacher and students create questions together • Students learn to identify, create , and answer own questions for each category TOGETHER in small groups or partners • Monitoring: Students learn to identify, create, and answer own questions for each category on their own.

  13. Paired Partner Reading- Paul Hamm • You read 4 sections • Partner asks a right there • Partner reads 4 sections • You ask a think and search • You read 4 sections • Partner asks Author and Me • Partner Reads last sections • You ask an on my own question

  14. Who is responsible? • Paul Hamm • Kae-Young • U.S. Coaches • Korean Coaches • FIG • Bruno Grandi • Parent: Moms • Ancient Greeks • IOC • George W. Bush • Media • Cultural emphasis on winning • USOC • SKOC • American Culture • Korean culture • Math teachers • The Judges

  15. Paired Partner Reading • Can also do this with Main Idea • First identify to key details • Then move to Summary, identifying topic, detail pattern and comment on topic (main idea/theme)

  16. Three Level Questioning Guide: on, between and beyond the lines

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