Group 7:

Isnaini Farida Khilmi
Aswar Ali Amzah
Suhirman
Ahmad Wahyu Ilahi

Think Pair Share and SQ3R

Think Pair Share

                Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.

Why use think-pair-share?

• It helps students to think individually about a topic or answer to a question.
• It teaches students to share ideas with classmates and builds oral communication skills.
• It helps focus attention and engage students in comprehending the reading material.

How to use think-pair-share

• Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
• Describe the purpose of the strategy and provide guidelines for discussions.
• Model the procedure to ensure that students understand how to use the strategy.
• Monitor and support students as they work through the following:
  
  T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
  
  P : (Pair) Each student should be paired with another student or a small group.
  
  S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

SQ3R

  SQRRR is a reading comprehension method named for its five steps: survey, question, read, recite, and review. The method, created for college students, can also be used by elementary school students, who can practice all of the steps once they have begun to read longer and more complex texts (around fourth grade).

Benefits

Do you have students who get to the end of reading their textbook selection and have no idea what they've read? These students can benefit from using the SQ3R because it requires them to activate their thinking and review their understanding throughout their reading.

It also dissuades students from waiting and then cramming for tests since the five steps requires them to review information and create notes during their initial reading. Their notes from the initial reading become their study guides.

Create and use the strategy

As with its sister strategy Question-Answer Relationship (QAR), SQ3R requires the teacher to model.

1. Explain to students that effective readers do many things while reading, including surveying, questioning, reading, reciting and reviewing.
2. Choose a content area passage to read and model the five SQ3R steps.
3. During each step, make sure to explain what you're doing and why you're doing it.
4. After your modeling session, invite students to independently read a selection and practice applying the SQ3R steps. This could be completed as an in-class or take-home assignment.
5. Afterwards ask students to review their notes and reflect on the process. Were they surprised by how much they remember by using the SQ3R method?
6. Students may not be "sold" on this strategy the first time they try it. Not all readings will be worth the time it takes to complete the SQ3R steps, so help students to understand not just how to apply it, but when to apply it.

The Steps

1. SURVEY: (before class) Read the following:This survey should take no more than 10-25 minutes, even on the longest chapter. The purpose of surveying the chapter is to get a general idea of what it is going to be about, what kind of information the author gives, how many sub-topics the information is broken down into, and how much time you will have to spend reading it.
• Chapter Title
• Introduction
• Objectives
• Vocabulary
• Summary
• Review questions
• Boldface headings
• Graphics and their accompanying captions
2. QUESTION: (before class) Turn each boldfaced heading into a question by using one of the following words: who, what, where, when, why, or how.

The reason for creating a question out of each heading is to set a purpose for reading the material in more detail. When you are reading to find the answer to a specific question, you are reading actively.

3. READ: (after class)
   Actively read the section of the text accompanying the heading for an answer to the question you asked yourself in step 2. The answer will usually be made up of the main idea(s) of the paragraph(s) and the supporting details. Read the section to find the answer. The purpose of reading is to find the answer to your question.
4. RECITE: (after class)
   Recite the answer to each question to yourself. Put the answer into your own words, or rephrase the author's words. Be sure that you can recall the answer, not just recognize the information as correct. Write the questions in your notebook along with a few key words or phrases that summarize the answer.  The purpose for doing this is to help you think about and understand what you have read. When you rewrite or rephrase what you read, your comprehension and retention will improve.
5. REVIEW: (before next class)
   To review, cover the answers and ask yourself the questions. If you can't answer the question, look at your notes and test yourself again. Once you are sure you know and understand the question and answer, check it off. The purpose for reviewing is to help you prepare for the eventual test. Remember that very few people read textbooks for pleasure; they are read to acquire information and to remember and apply it in a testing situation. Reviewing helps you remember the information.