STUDY GUIDE by cmFSb53

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									                SELECTIVE READING GUIDE FOR:
  The Status of Study Strategy Instructions: Implications for Classroom
                                Teachers
Directions for completing the study guide and article:
       a. Read the article and guide together following the directions provided.
       b. Answer the questions as you read along

A selective guide is a strategy that you’ll learn about and develop for your unit plan.
Notice that it is NOT simply a list of questions.


Each of the questions is labeled with a star (*,**, ***,****). The stars provide you
with information as to the conceptual process you should use to answer the
questions. Read about QAR in your book on pages 370-373 for more information
on this questioning strategy.

Levels of Questions
* Right There ** Thing and Search ***Author and You ****On your Own

Words in ** ** below have been defined for you. These have a specific meaning of
which you might be unaware.

I have provided some specific directions for some questions as to where to find the
answers. (139,2,: page, column and paragraph).

 ***1. Preview Questions: BEFORE READING THE ARTICLE, preview it and
 develop three questions for which you are interested. Previewing is a study
 strategy used before the beginning of a reading of a chapter or article which
 include reading the title, first paragraph, italicized words, subheadings, and last
 paragraph/conclusion; questions are then generated that are answered during the
 reading.


   a.             First question:



   b.             Second question:



   c.             Third question:




                                           1
Begin to read the article. Look for the answers to the following questions as you
read. As you read the article write answer to the questions. The questions follow
the order of the text.

*2. What conclusions were reached by a study of 395 college freshmen conducted by
Simpson in 1983?

           a)


           b)


           c)


           d)



***3. Do these conclusions make sense in relation to your own experience?


       ** self regulate **: in this context, know that you are using a strategy
          and whether it is working.



**4. What explanations does Simpson offer for students’ lack of study
         strategies ? (pg. 137, col. 1, paragraph 1)




** 5. What are three techniques that teachers can use to train students to regulate a
learning strategy?


a)




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b)




c)



** generic approach** to study strategies: an approach not tailored to a specific content
area, and learned in a rote manner.

****6. Why do you think transferring something you learned from one situation to
another is so difficult for most learners?




**7. What does Simpson suggest to content area teachers who want students to use study
strategies in their classes? (139,2,1)




** direct instruction **: a lesson conducted by the teacher to teach a specific skill

***8. What is a skill that you think you could teach using a direct instruction lesson?
Give specific examples of what this direct instruction lesson should include.




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9. What study strategies do you use?




10. In what ways do you change your study procedures when confronted with
    different situations?




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