QAR (Question Answer Relationships) is a framework developed by Taffy Raphael to improve literacy instruction and comprehension. It categorizes questions as being either "In the Book" where the answer is explicitly stated or requires searching the text, or "In My Head" where the answer relies on the reader's background knowledge. QAR provides a common language for teachers and students, shows comprehension development across grades, and links to content learning. It also aligns specific comprehension strategies like predicting, inferring and summarizing to the different QAR categories. The framework helps make comprehension goals and instructional approaches visible and coherent across subjects and grades.
What questions should you ask when evaluating a source? How can you tell if information you find is credible? This presentation might help you answers these questions.
Critical Evaluation: Critical Reading and Critical Thinking (web version)Jamie Bisset
1 hour version of 1.5 hour session (cuts out one hands on exercise)
Looks at Critical Evaluation in terms of:
- what is meant by critical reading/thinking
- the ecology of resources
- thinking about your evaluative criteria (what you bring to the table, and what the authors you read have brought to the table)
- Key means of 'evaluating' a text (relevance, authority, objectivity, methodology, presentation and currency).
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
What questions should you ask when evaluating a source? How can you tell if information you find is credible? This presentation might help you answers these questions.
Critical Evaluation: Critical Reading and Critical Thinking (web version)Jamie Bisset
1 hour version of 1.5 hour session (cuts out one hands on exercise)
Looks at Critical Evaluation in terms of:
- what is meant by critical reading/thinking
- the ecology of resources
- thinking about your evaluative criteria (what you bring to the table, and what the authors you read have brought to the table)
- Key means of 'evaluating' a text (relevance, authority, objectivity, methodology, presentation and currency).
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
Critical Evaluation (February 2014) slides. Delivered as part of the Durham University Researcher Development Programme. Further Training available at https://www.dur.ac.uk/library/research/training/
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
Critical Evaluation (February 2014) slides. Delivered as part of the Durham University Researcher Development Programme. Further Training available at https://www.dur.ac.uk/library/research/training/
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
QAR A Framework for Improving Literacy Teaching and Learning
1. Question Answer Relationships
(QAR):
A Framework for Improving
Literacy Teaching and Learning
Taffy E. Raphael, Ph.D.
University of Illinois at Chicago
Spring, 2005
2. Focus for Today
• What is QAR?
• Why use QAR
• How can QAR support comprehension
instruction that connects across grade
levels and subject areas and enhances
test-taking?
5. In the BookRight There:
A “detail” type of question,
where words used to form
the question and words that
answer the question are
often “right there” in the
same sentence.
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
Think & Search:
The answer is in the text,
but readers have to “think
& search” to find the
answer; sometimes within
a paragraph, across
paragraphs, or even
chapters.
6. In My Head
On My Own:
The question relates to the
text, but I could probably
answer this one even if I had
never read the text. All the
ideas and information come
from my background
knowledge.
Author and Me:
The information to
answer the question
comes from my
background knowledge,
but to even make sense
of the question, I’d
need to have read and
understood the text.
7. Why Use QAR?
1. A language for ALL to use in talking about
strategies and their use in context
2. A developmental progression that is
visible to students and teachers across
grade levels
3. A logical way to organize comprehension
strategies
4. A valuable approach to test preparation
8. Thus, QAR Provides a
Common Language
Within grade levels
Across grade levels
Across subject areas
10. QAR Across the Grades
In the Book In My Head
Right There Think & Search Author & Me On My Own
Genre Analyses School Subject
Extensions
Text to Self
Connections
Text to World
Connections
Text to Theme
ConnectionsHow to Take Notes
12. Individual Accountability
and Reflection
• What do I know about sources of information?
• How can I represent this to someone else?
Picture of Students’ Representations of
In the Book and In My Head QARs
13. Tools for Primary Grades
• Poster with definitions
• How to use post-its
• Flip Chart for every-pupil
response
14. Tools in Middle Grades
• Picture of Right There versus Think and
Search definitions
• Picture of Comprehension Strategies
for each QAR
15. Links to Content Learning
(e.g., science)
• Showing language
connections
– Activating prior
knowledge = making
observations
– Predicting = Stating
a hypothesis
– Taking notes =
Keeping data
Picture of Science
Teacher’s Chart
16. *Au, K. H. (in press). Multicultural issues and literacy achievement. Mahwah
NJ: Erlbaum.)
*Raphael, T. E., & Au, K. H. (in press). The Standards-Based Change
Process. The California Reader.
Getting Organized for
Comprehension
Instruction
“Staircase” versus “Christmas Tree”
17. Where Does QAR Fit?
• Identifying Important Information*
• Summarizing
• Making Inferences
– Predicting
– Visualizing
• Questioning
• Monitoring
• Critique and Evaluation
18. Introduce Students to the
Reading Cycle and the
Role of QAR
Before During After Reading
19. Before Reading
• On My Own: From the title or the topic,
what do I already know that can
connect me to the story/text?
• Author and Me: From the topic, title,
illustrations, and/or book cover, what
might this story/text be about?
20. DURING READING
• Author and Me:
– What do I think will happen next?
– How would you describe the mood of the story and why is this
important?
• Think and Search
– What is the problem and how is it resolved?
– What role do [insert characters’ names] play in the story?
– What are the important events? (literary, informational)
• Right There: [locate and recall details]
– Who is the main character? (literary)
– Identify the topic sentence in this paragraph (informational)
– What are some words that describe the setting? (literary)
21. AFTER READING
• Author and Me
– What is the author’s message?
– What is the theme and how is it connected to the
world beyond the story?
– How can I synthesize the information with what I
know from other sources?
– How well does the author make his/her argument?
– How is the author using particular language to
influence our beliefs?
• Think and Search
– Find evidence in the text to support an argument.
23. QAR and Comprehension
Strategies: Right There
• Scanning to locate information
• Note-taking strategies to support easier
recall of key information
• Using context clues for creating
definitions
24. QAR and Comprehension
Strategies: Think & Search
• Identifying important information
• Summarizing
• Using text organization to identify relevanat
information
• Visualizing (e.g., setting, mood, procedures)
• Using context to describe symbols and
figurative language
• Clarifying
25. QAR and Comprehension
Strategies: Author & Me
• Predicting
• Visualizing
• Making simple and complex inferences
• Distinguish fact and opinion
• Making text to self connections
• Making text to text connections
26. QAR and Comprehension
Strategies: On My own
• Activating prior knowledge (about
genre, experiences, authors, etc.)
• Connecting to the topic (self-to-text)
27. Making QAR Part of the
Fabric of the Classroom
Embedding QAR Language in a Book
Club Setting
28. Dear Dr. Raphael,
I would really appreciate your input for this scenario. It's a somewhat
delicate situation because the child is a particularly bright third grader
and a voracious reader, reading at least on a 6th to 7th grade level.
The student described above didn't answer all of the QAR's correctly for
the critical thinking assessment for Charlotte's Web and I'm
concerned. Does failure to "get the QAR's" necessarily reflect lack of
critical thinking skills?
I asked him if he had heard of critical thinking and he replied, "No," but
asked me if I meant "mean" or "smart". It's apparent from conversation
that he makes original correct critical observations. i.e. If a tree falls in
outer space it won't make noise because noise requires atmosphere to
travel. He makes astute mature observations about an author's
background, etc. But these contributions aren't captured in QAR's…
How Would You Respond?
29. End-of-Presentation Goals
• I can describe to my colleagues a process of
bringing coherence to our comprehension
program.
• I can describe at least three ways that QAR can
help improve my own and my school’s
comprehension instruction across grades and
school subjects.
• I can make my literacy instructional goals more
visible to my students and their families
• I can create instructional tools for improving
comprehension instruction in my classroom or
school.
30. Related Resources
Raphael, T.E. & Au, K. H. (in press). QAR:
Enhancing Comprehension and Test-taking Across
Grades and Content Areas, The Reading Teacher.
Raphael, T. E. & Au, K. H. Super QAR for Testwise
Students. Wright Group/McGraw-Hill
http://www.litd.psch.uic.edu/pr
taffy@uic.edu