Question-Answer Relationship (QAR) | Classroom Strategies | sexygf.info
Lessons to use with Shared Reading and Small Group/Guided Reading: QAR Although you will teach QAR with your whole class, this plan is to be done practice independently answering questions using the QAR strategy. Briefly describe QAR – “QAR stands for question/answer relationships. Market in a grocery. Try these 20 classroom management strategies and techniques to Doing this emphasizes the fact that you respect their ideas and as the latter can hurt your relationships with students who are on-task and Let's say a few students are actively listening throughout the entire lesson, answering questions. By learning that the answers to some questions are "Right There" in the text, that In this lesson, students apply the question–answer relationship strategy to.
If a student gives an answer that is off-target or incorrect, the instructor may want to briefly acknowledge the response, then think of ways to help the student provide a correct answer. The instructor could use strategies such as probing, paraphrasing, or asking the question in a different way.
The number of times a student has responded. Instructors may want to provide a student who has never responded in class with more reinforcement than someone who responds often. Be sure to vary reinforcement techniques between various verbal statements and nonverbal reactions. Try not to overuse reinforcement in the classroom by overly praising every student comment. Students begin to question the sincerity of reinforcement if every response is reinforced equally or in the same way.
The initial response of students may be superficial. The instructor needs to use a questioning strategy called probing to make students explore initial comments. Probes are useful in getting students more involved in critical analysis of their own and other students' ideas.
Probes can be used to: Analyze a student's statement, make a student aware of underlying assumptions, or justify or evaluate a statement. I would like to see a greater movement to peak-load pricing by utility companies. What assumptions are you making about consumer behavior when you suggest that solution? Help students deduce relationships.
Instructors may ask students to judge the implications of their statements or to compare and contrast concepts. What are some advantages and disadvantages of having grades given in courses?
Grades can be a motivator for people to learn. Too much pressure on grades causes some students to stop learning, freeze, go blank. If both of those statements are true, what generalizations can you make about the relationship between motivation and learning? Have students clarify or elaborate on their comments by asking for more information. Could you please develop your ideas further?QAR--Question Answer Relationships (JHAT, Jr.)
Can you provide an example of that concept? It was obvious that the crew had gone insane. What is the legal definition of insane? It was a violation of due process.
Can you explain why? When a student provides a response that appears out of context, the instructor can refocus to encourage the student to tie her response to the content being discussed. This technique is also used to shift attention to a new topic. What does it mean to devalue the dollar? Um—I'm not really sure, but doesn't it mean that, um, a dollar doesn't go as far as it used to?
Does that mean it's devalued? Well, let's talk a little bit about another concept, and that is inflation. How does inflation affect your dollar? Strategies for responding to student questions There are many ways in which an instructor can respond to questions from students.
However, all strategies begin with this important step: Listen to the student's question.
After you are certain that you understand the question, be sure that other students have heard and understood the question. Then proceed with one of the following strategies: Answer the question yourself. This strategy is best when you have little time remaining in class. The disadvantage of this approach is that you do not encourage student-to-student interaction or independent learning. Redirect the question to the class. This strategy helps to encourage student-to-student interaction and to lessen reliance on the instructor for all information.
Attempt to help the student answer his own question. This may require prompting through reminders of pertinent previously learned information. Or this strategy may require you to ask the student a lower-level question or a related question to begin his thought process. The advantage of this strategy, as in redirecting, is that the student may learn the process of searching for answers to his own questions rather than relying on the teacher.
The risk is that the process can be embarrassing or so threatening that the student will be too intimidated to ask questions in the future. Obviously some human compassion is called for when using this strategy. Ask the student to stop after class to discuss the question.
English Language Learners / Question-Answer Relationship (QAR)
This strategy is most appropriate when a student raises complicated, tangential questions or when a student is obviously the only one who does not understand a point and a simple answer does not clarify it for the student.
Even in these situations there are risks in using this strategy. Students may be intimidated from raising questions in class. The instructor may think that only the questioning student does not understand when actually a number of students are having the same problem.
Refer the student to a resource where she can find the answer. Defer the question until a more appropriate time if the question is not connected to the material you're covering.
Be sure to note the question and the student, and to return to the question at a more appropriate time. No matter which strategy you use you should return to the student after addressing the question and determine whether the response has satisfied the student. If you don't know the answer to a student question never fake an answer. Admit that you cannot answer the question and then select one of these strategies or others you find appropriate: Ask whether someone in the class can answer the question.
Most times after class you should follow this with an attempt to determine whether the information provided was accurate or based on sound reasoning and credible sources.
Either propose a plan for obtaining evidence for answering the question or ask the students to suggest how the question could be investigated.
If possible, suggest a resource where the student can find information. The resource may be written material, another faculty or staff member, a student, or someone from the community. Volunteer to find the answer yourself and report back to the class. Make sure you actually do return with the answer if you choose this option.
Strategies to use when students don't respond Redirect: When a student responds to a question, the instructor can ask another student to comment on his statement.
One purpose of using this technique is to enable more students to participate. These questions are based on information provided in the text but the student is required to relate it to their own experience.
Although the answer does not lie directly in the text, the student must have read it in order to answer the question. Benefits QAR empowers students to think about the text they are reading and beyond it, too. It inspires them to think creatively and work cooperatively while challenging them to use literal and higher-level thinking skills. Create and use the strategy QAR is a simple strategy to teach students as long as you model, model, model.
Depending on your students, you may choose to teach each type of question individually or as a group.
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Explain to students that there are four types of questions they will encounter. Define each type of question and give an example. Read a short passage aloud to your students. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer. Next, show your students how find information to answer your question i.
After you have modeled your thinking process for each type of question, invite students to read another passage on their own, using a partner to determine the type of question and how to find the answer. After students have practiced this process for several types of questions and over several lessons, you may invite students to read passages and try to create different types of questions for the reading.