Strategy ScenarioStrategy: Multipurpose (PQRST) Content: History Title: “Reading for Understanding”Time Required: 45 minutes Target Audience: middle school, high school, college studentsGoal of Activity: to provide a learning strategy that enables students to read moreefficiently and effectively; to have them adopt this strategy for subsequent use in theirstudiesPurpose of Script: to provide students with a new cognitive strategy to improve theircomprehensionLearning Outcome(s), Gagne’s Taxonomy: (Intellectual skills--rules)Learning Outcome(s) HEO Taxonomy: (Affective domain--acceptance of a value;commitment to that value)Learner Characteristics: no special characteristics; generally students of any abilityEntry Skills: no special entry skills; students should be able to read close to grade levelSetting: classroomMedia: live instruction; chalkboard, each student has a notebook; handout defining eachconcept of PQRST methodProcess: 1. Instructor passes out handout, asks students to skim contents (5 minutes)2. Instructor gains attention by asking students if they would like to cut down on their study time and make higher grades at the same time3. Instructor makes brief and general statements about cognitive strategies, their usefulness, and the information processing system 4. Instructor provides brief overview of each strategy (10 minutes)5. Students are asked to systematically complete each stepA. Students turn to their next history assignment and Preview the contents of the chapter; instructor asks class what they will be reading about; tells class why building preliminary schemata important aid to memoryB. Students then asked what Questions they might have about the topics they will be reading; instructor will probe students and provide examples as wellC. Students Read two or three paragraphs and look up at instructorD. Instructor asks students questions about what they just readE. Instructor tells students to return to the paragraphs and look for topic sentences; again asks questions as to what they just read after discussing the topic sentences with the classF. Students are then asked to determine what additional information in the paragraphs are important; debate is allowed; instructor asks students to predict what test questions might come from these paragraphsG. Instructor asks all students to close their eyes and Recite aloud what they remember from those paragraphsH. Students are instructed to return to the paragraphs and Review for any information they may have forgottenI. Process is repeated for next chunk of materialJ. Students are asked to take notes in their notebooks using this method; quiz on the material will follow the next class sessionK. Instructor repeats this strategy several times in class with the students during the next several weeks to allow for retention and transferStrategy Assessment: The instructor will periodically asks students if they are using the strategy while doing their history homework; periodically the students will be given some class time to read their assignments and the instructor will assess by observing the students if they are using the PQRST strategy.Author: Barry R. NowlinReferences: West, C., Farmer, J., & Wolff, P. (1991). Instructional Design: Implicationsfrom Cognitive Science. Englewood Cliffs, NJ: Prentice
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