PQRAR Variation of SQ3R

How to Read Textbooks with PQRAR

from http://penningtonpublishing.com/blog/reading/how-to-read-textbooks-with-pq-rar/

Mark Pennington, MA Reading Specialist

Many of us remember the old stand-by: the SQ3R reading-study method. Designed to improvereading comprehension of textbooks, the SQ3R method did help the reader to read expository text differently than narrative text. However, this method sorely needs an update to connect with recent reading research regarding what techniques best improve comprehension and retention of expository-based textbooks.

Try the PQ RAR reading-study method as you read or teach your next textbook chapter.

P-First of all, preview the reading selection. Try to limit the reading selection to a manageable size. Overly long chapters, say over six pages for elementary students, eight for middle school students, twelve for high school students, and sixteen for college students should be “chunked” into manageable reading sections.

1. Preview the first and last paragraphs of the chapter and the chapter review, if one is provided.

2. Preview all subtitles and any book study helps at the beginning of the chapter.

3. Preview all graphics such as photographs, charts, maps, etc. and their captions.

Q-Secondly, make use of text-based questions to read textbooks effectively.  Good questions produce good answers and significantly increase expository comprehension. Determining questionsbefore reading provides a purpose for reading, that is-to find the answers as you read.

1. Develop questions from the subtitles and write these down on binder paper or on your computer, skipping lines between each question. Try “What,” “How,” and “Why” question-starters. Avoid the “Who” and “When” questions, as these tend to focus attention on the minor details of expository text.

2. Write down any chapter review questions not covered by your subtitle questions, skipping lines between each question.

R-Read the chapter and “talk to the text” by taking notes in the textbook margins. Use yellow stickies and paste them in the textbook margins, if you can’t write in the textbook. Write down comments, questions, predictions, and connections to other parts of the reading and your own life experiences. List examples, key details, and important terms with their definitions. Internal monitoring of the author’s train of thought and the connection to your own knowledge and experience increases comprehension as you read textbooks.

A-Answer both the subtitle questions and the book questions as you read. Write down your answers underneath your questions. Don’t be concerned if the textbook did not answer some of your reader-generated questions.

R-Review the questions and answers within the next 24 hours to minimize the effects of the “forgetting cycle.” Generate possible test questions and develop memory tricks for key concepts and details.

Mark Pennington, MA Reading Specialist, is the author of  the comprehensive reading intervention curriculum, Teaching Reading Strategies.Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blendingand syllabication activities, phonemic awareness and phonics workshops,comprehensionworksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

problem solving

from http://www.studygs.net/genius.htm

Nine approaches to creative problem solving:

1. Rethink! Look at problems in many different ways.
2. Visualize! Utilize diagrams and imagery to analyze your dilemma.
3. Produce! Genius is productive.
4. Combine! Make novel combinations...
5. Form! Form relationships.
6. Opposite! Think in opposites.
7. Metaphor/simile! Think metaphorically.

8. Nine approaches to creative problem solving:

   1. Rethink!
      Look at problems in many different ways.
      Find new perspectives that no one else has taken.
      Solutions example: Finding a job or internship:
   1. Ask friends or colleagues for potential leads
   2. Over-sell yourself
      Send samples of your work or portfolio to anyone that might respond.
   3. Check local resources like Craigslist or your school's job search
   4. Broaden your target audience.
      What other fields could you specialize in?
   2. Visualize!
      Utilize diagrams and imagery to analyze your dilemma.
   1. How can you use pictures, images, graphs, etc. in your studies?
   2. Visit guides on concept or mind maps, picturing vocabulary, flashcards, etc.
   3. Write out one example of how you can use imagery, then print and post it in your study area.
   3. Produce!
      Genius is productive.
   1. Perhaps originality is not the key, but rather constant application of thought and tools to arrive a solutions.
   2. Geniuses are the luckiest of mortals because what they must do is the same as what they most want to do.
      W. H. Auden (1907–1973) Anglo-American poet
   3. Genius is nothing but a great aptitude for patience.
      George-Louis Leclerc de Buffon (1707–1788) French naturalist
   4. Combine!
      Make novel combinations...
      Combine and recombine ideas, images, and thoughts into different combinations no matter how incongruent or unusual.
   5. Form!
      Form relationships. Make connections between dissimilar subjects.
   1. This doesn't always apply to objects: form relationships with people and ask them questions!
   2. Get to know people in your field that can help you excel to the best of your ability.
   3. Write down one person that you could get in contact with, why you think this person can help, and print/post it for reference!
   6. Opposite!
      Think in opposites. Don't always stick with the obvious solutions.
      Get outside of your comfort zone.
   1. “Opposites” bring two approaches to a situation but they do share a basic similarity.
      Example: “right” and “left” are both directions, but which is the right choice?
   2. The Sesame Street Muppet Elmo teaches small children the concept of opposites!
   7. Metaphor/simile!
      Think metaphorically.
   1. Metaphors are connections that are unusual or not an ordinary way of thinking:
      A sea of troubles; the heart of a lion; raining cats and dogs.
   2. Similes use "like" or "as" to illustrate
      The boy was as agile as a monkey. The miner's face was like coal.
      The task was as easy as ABC. Dry like a raisin in the sun.
   8. Failure!
      Learning from your mistakes is one example of using failure.
   1. As strange as it seems the human brain is failure machine: it generates models of reality, acts on them, and adjusts or creates new, successful models based on failures.
   2. From Daniel Coyle’s the Talent Code on Adam Bryant’s weekly interview: “every single CEO shares the same nugget of wisdom: the crucial importance of mistakes, failures, and setbacks… mistakes create unique conditions of high-velocity learning that cannot be matched by more stable, “successful” situations.”
9. Patience!
   Don't confuse inspiration with ideas.  Apply your ideas with patience for the reward they may deserve.

Culture Map -- Hall

Culture Map -- Hall

Primary Message Systems Inter- actional Organi- zational Economic Sexual Territorial Temporal Instructional Re- creational Protective Exploi- tational 0 1 2 3 4 5 6 7 8 9 Interaction CommunicationKinesicsLanguage Status and role Exchange How the sexesinteract Places of interaction Times ofinteraction Teaching andlearning Participation inarts and sports(active/passive) Protecting and being protected Use of telephones, signals,writing, etc. 0 00 01 02 03 04 05 06 07 08 09 Association Community Society, class,government Economicroles Sexualroles Local grouproles Age grouproles Teachers andlearners Entertainersand atheletespolice, etc.) Protectors (doctors, clergy, Use of groupproperty 1 10 11 12 13 14 15 16 17 18 19 Subsistence Ecologicalcommunity Occupationalgroupings Work, formalwork maintenance group Sexualdivision oflabor Where the individual eats cooks, etc. When the individual eats, cooks, etc. Learning fromworking Pleasure fromworking Care of health,protection oflivelihood Use of foods,resources andequipment 2 20 21 22 23 24 25 26 27 28 29 The Sexes Areas assigned Periods assigned Teaching and Participation Use of sex dif- Bisexuality Sex Marriage Family (Masculine to individuals by To indivi- duals by virtue learning sex in recreation Protection of ferentiating decoration and community groupings vs. Feminine) virtue of sex of sex roles by sex sex and fertility adornment 3 30 31 32 33 34 35 36 37 38 39 Men's and Space, formal / Teaching and Fun, playing, Territoriality Community Group Economic women's informal space, Scheduling learning individual games, etc., in Privacy Use of fences territory territory areas territories boundaries of space space as- signments terms of space and markers 4 40 41 42 43 44 45 46 47 48 49 Men's and wo- Time sequence: Temporality Community Group Economic men's cyclical Territorially de- cycles and When the indi- When the indi- Rest, vacation, Use of time- cycles cycles cycles activities termined cylcles calendars vidual learns vidual plays holidays telling devices 5 50 51 52 53 54 55 56 57 58 59 Community lore Learning groups Reward for Rearing, infor- Learning self- Learning (what is taught educational teaching and What the sexes Places for Scheduling of mal learning, Making defense and Use of and learned) institutions learning are taught learning learning education learning fun to stay healthy training aids 6 60 61 62 63 64 65 66 67 68 69 Play groups, Professional Men's and wo- Use of recrea- Play Community play teams and sports and men's play, Recreational Play seasons Instructional Recreation, fun, Exercise tional materials arts and sports troupes entertainment fun and games areas play playing games (playthings) 7 70 71 72 73 74 75 76 77 78 79 Community Defense groups Economic What the sexes Scientific, reli- Formal, infor- Defense defense armies, public patterns of defend (home. What places The When of gious and mili- Mass exercises, mal and techni- Use of materials systems health, organized defense honor, etc.) are defended defense tary training military games cal defenses for protection religion 8 80 81 82 83 84 85 86 87 88 89 Organizational Food, resources What men and Property: what What periods School buil- Amusement and Fortification, Technology, mo- Exploitation Communication networks (cities, and industrial women are con- is enclosed, are measured dings, training sporting goods arms, medical tor habits, con- networks building groups) equipment cerned with and own measured, Counted and recorded aids, etc. and industries equipment tact with the environment 9 90 91 92 93 94 95 96 97 98 99