Group 2
Dyah Nuraini
Emilia Nur Ferbriantini
Mety Wismarini

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.

What is SQ3R?

SQ3R is a tried and tested study strategy. It not only helps you understand and remember but can also help you identify the information you need to write an assignment. SQ3R is an acronym which stands for

Survey (or Skim)
Question
Read
Recite (or Recall)
Review

How to use SQ3R

Before starting to read or study, break down the task into manageable chunks, i.e. a chapter or topic.Then survey or skim the section you're going to read/study.

• Page through the text to get an overall impression.
• Look at headings, bold or italised print, graphics, boxed text.
• Do you see anything familiar? Do you see anything new?

Question - think about the topic and ask yourself the following questions.

• What do I already know about it?
• What do I want to know about it?
• What do I expect to learn about it?
• What must I remember about it?

Read – you’ll most likely have to read the text a number of times to make sure you understand it and can remember what it’s about.

• First read right through the text and see how much you understand.
• While reading, note the most important parts but don’t mark the text at this stage as you may not have fully understood it or be able to identify the most important parts.
• Read the text again! This time, mark/underline the keywords in the text (as long as it’s yours!). Use a pencil at this stage as you might change your mind about the key words and what's most important.
• Stop occasionally as you are reading and put what you have just read into your own words.
• Re-read any parts that are still not clear.
• Try to link what you are reading to what you already know.
• If there are any new words/jargon/technical terms that you don't understand, look them up. If you can't find the meanings, check with your lecturer/tutor. And if you need to remember them, write them down, together with the definitions. (Try using flash cards to help you remember them - when you open the link, scroll down.)

After reading, recall or recite what you have just read. In other words: try to remember what you have read without looking at the text or your notes. You should also:

• Decide what the main points are.
• Write down the main points, using your own words to explain what they mean.

It might help to tell another student or a family member what you have learnt.

Alternatively, pretend you have to teach the topic - think about how you'd explain it to someone who knows nothing about it. Remember, teaching is one of the best ways of learning!

And last but definitely not least, you need to review the work you've learned. This step is very important as it helps 'fix' the information in your long-term memory.

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.

Group 5

Robby Z Z N

Anindya Iman S

Meilda Lestari

 

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.

1.      Think: Students think independently about the question that has been posed, forming ideas of their own.

2.      Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.

3.      Share: Student pairs share their ideas with a larger group, such as the whole class.

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: Survey-Question-Read-Recite-Review

Background                      

SQ3R is a comprehension strategy that helps students think about the text they are reading while they're reading. Often categorized as a study strategy, SQ3R helps students "get it" the first time they read a text by teaching students how to read and think like an effective reader.

This strategy includes the following five steps (Robinson, 1946):

• Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts.
• Question: Students begin to generate questions about their reading from previewing it.
• Read: As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students' reading.
• Recite: As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying.
• Review: After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

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.