Q&A Hero

Q: To be able to take notes from a discussion or lecture, students must be able to paraphrase or summarize, select ____________, and record information quickly using ____________________ or symbols.

Q: Sticky notes, foldables, and _______________ are three strategies that students can use if they cannot write in their own textbooks.

Q: The rules of summarization include ________ unimportant information and __________ key idea statements when the author explicitly provides one.

Q: ____________________ are the observable or "in the head" techniques that successful learners use when they are trying to increase their understanding of a difficult content area concept.

Q: In order to enhance their concentration and to improve their purposeful reading, students should learn how to ______________ their reading assignments.

Q: Findings from research studies suggest that it takes a few _________________ before students begin to feel comfortable with a new strategy.

Q: Teachers can help students understand the "what" and "how" of new strategies if they provide students numerous __________ from their content area textbooks or materials.

Q: In order to improve their performance in a content area, students need to learn how to analyze their academic _____________.

Q: ______ can be characterized in terms of the products (e.g., papers, tests, lab reports) students must create and the levels of thinking involved in completing those products.

Q: Many students believe knowledge to be something handed down by authorities that can be acquired ___________________ with little __________.

Q: The more appropriate the match between a study process and an academic task, the more easily information can be transferred to long-term memory.

Q: How students define knowledge has a minimal impact on how they choose to read and study in a content area.

Q: When students are engaged in activities that require them to reflect and evaluate, they are less likely to attribute their performances to external factors.

Q: The talk through is a strategy that involves students in the written rehearsal of content area concepts.

Q: Study sheets are a strategy designed to help students summarize information from a textbook.

Q: Students will not continue to use a strategy unless they see it as effective and worthy of their effort.

Q: Most students can master rather quickly the four rules of summarization.

Q: Knowing how to adjust your reading rate and how to discern patterns in text structure are two types of fix-up strategies.

Q: Knowing the format of a textbook and how to preview that textbook are two of the important basis processes that provide the foundation for all the other learning strategies. ______

Q: When students have conditional strategy knowledge they understand the procedures or "how" of a strategy.

Q: Students with low self-efficacy are more likely to attribute their failures to external factors.

Q: By high school most students have a wide array of strategies for monitoring their understanding and fixing-up difficulties.

Q: Research has demonstrated that there is a best strategy for studying.

Q: Describe some strategies that assist students in becoming more reflective and evaluative with their learning.

Q: Describe some strategies that assist students with becoming more metacognitively aware.

Q: What are some formats that students can use to take notes from class discussions or lectures?

Q: Because most students cannot write in their textbooks, teachers need a variety of alternative formats they can recommend to their students. List some of these notetaking formats.

Q: Describe some ways in which you can teach students to summarize what they read.

Q: List the four basic processes that students must master in your content area before they embark upon more sophisticated and demanding academic tasks.

Q: Describe the characteristics of direct or informed strategy instruction.

Q: Explain the three different kinds of strategic knowledge.

Q: Explain the principle of transfer appropriateness in relationship to students' academic tasks.

Q: When students find reading pleasurable and interesting, their positive attitudes toward reading rapidly become generalized to most other subjects, which leads to a deeper love of reading as a primary source of information and enjoyment.

Q: Generalizing for new understandings means working with what adolescents bring to the classroom, including their interest and knowledge of popular music.

Q: Magazines, as a medium of identity construction for many youth, are also a very viable alternative text form under-exploited by most content area teachers.

Q: "Fanfiction" is a media/literacy phenomenon in which a text of any genre is created about a cartoon or video game character.

Q: Alternative, commonsense texts, such as newspapers and magazine, are not being utilized nearly as often as they could be or to the best extent possible.

Q: Those students who read secondary documents on a fairly frequent basis, as often as at least once per week, have higher achievement scores than their peers who see these sources rarely.

Q: Art Spiegelman's Mauswas awarded a Pulitzer Prize and the term "graphic novel," which had been in use among devotees as far back as the 1960s, came into vogue.

Q: It has been asserted that providing content in a variety of forms of representation overwhelms students and impacts negatively on their ability to think and communicate using different symbol systems.

Q: What is the principle benefit of using a variety of sources in the disciplinary classroom?

Q: How can teachers form cooperative groups that motivate students and function effectively?

Q: How can teachers make the use of multiple resources less daunting? How can teachers find the time to work multiple sources into their daily plans when they barely have enough time to cover the chapters?

Q: What processes do teachers need to consider when integrating appropriate sources?

Q: Why are alternative texts useful in motivating students in the disciplinary classroom?

Q: What is the most pervasive popular medium in youth's literary lives today? Why is this important to reading and learning?

Q: Give 2-3 examples of teachers routinely integrating real-life reading materials into their content instruction to help students see connections between disciplinary content inside the classroom and realworld issues and events outside the classroom boundaries.

Q: Why is it important for teacher to use multiple sources in the disciplinary classroom?

Q: Why are textbooks alone insufficient in increasing youth understanding of information and ideas in the disciplinary classroom?

Q: Why have graphic novel become an important print source for increasing understanding and developing reading skills?

Q: Checklists, primary trait evaluations, and ______________ are expedient ways in which teachers and students can provide concrete feedback to the writing of others.

Q: The "Good, Bad, and Ugly" activity helps students learn how to ______________ and respond to writing in a comprehensive manner.

Q: PORPE is a learning strategy that teaches students the processes involved in writing effective ______________________ answers.

Q: RAFT and SPAWN activities encourage students to write about important topics using diverse _____________ or alternative ______________.

Q: To encourage students not to procrastinate in their writing of research reports or papers, you could ask them to provide you _________________ where they describe what they have done thus far and list their concerns or questions.

Q: One way to encourage students to consider alternative viewpoints about an important issue is to use the discussion strategy called the ________________________.

Q: Writing assignments that ask students to consider alternative viewpoints or positions or to participate in the thinking processes of "believing and doubting" are also called ______________________

Q: The three types of journals include the reader-response journal, the double-entry journal, and the _____________________________.

Q: Quick writes have also been labeled as admit/exit slips or _______________.

Q: Exploratory writing activities such as journals or quick writes are _____________ because they are informal and rarely undergo all the processes involved in writing.

Q: Assignments such as research reports are ______________ because they adhere to the writing process and involve students in planning, drafting, revising and editing.

Q: Writing tasks can help students to ____________ their comprehension and identify what they do not understand or where they are lost.

Q: When we struggle to put our ideas down on paper, we are involved in the processes of planning, _______________, revising, ______________, and postwriting or sharing.

Q: Checklists, rubrics, and primary trait evaluation forms can facilitate teachers' responses to students' writing. ____

Q: Teachers should avoid asking high school students to respond to the writing of their peers. _____

Q: The TIE principle can be used to help striving readers write clear and concise sentences. ____

Q: Students make many mistakes on essay and short answer exam questions because they answered a question that was not asked.

Q: Creative writing assignments have no place in the academic setting of a content area classroom.

Q: I-Charts are an effective strategy for helping students synthesize multiple and overlapping sources about a topic. ___

Q: Research papers should focus on the goals of knowledge telling. ____

Q: Framed assignments are particularly effective for students who struggle with reading and writing. ____

Q: Data-provided writing activities ask students to examine issues from multiple or alternative perspectives.

Q: Learning logs, journals, and quick writes are examples of thesis-based writing activities.

Q: Content area writing activities can be used to "warm up" students for classroom discussion.

Q: In many ways the writing process is similar to the reading process.

Q: All writing tasks should be evaluated.

Q: How can students be trained to provide feedback to their peers on their writing?

Q: Describe some ways in which you can provide students' feedback on their writing without spending countless hours doing so.

Q: Describe some ways in which you can improve your students' essay or short answer writing on state mandated writing tests.

Q: Describe two ways in which you can design creative writing assignments for the content areas.