The Difference between Christina’s and Andrew’s Expressions of QAR
Notice how Andrew’s description of the two broad categories tells about the strategy, but his modeling of how to respond to the question describes the processes that he engaged in when thinking about how to answer the question. He continues to share his thinking with students and to guide students in their own thinking when he instructs students on answering Author and Me questions.
Question number one asks, ‘Explain why you agree or disagree with Dr. Zimbardo, that going to war to stop killing is more evil than good’ I might think aloud saying, ‘I have an opinion on this topic and could make a Rolex Watches case myself.’ However, I probably don’t know exactly what Dr. Zimbardo gives as evidence for his opinion, so I need to read the text as well as use what’s in my head to answer this question. What type of question is this Yes, it is an Author and Me question. Using our chart on the wall we are going to go through this process of thinking aloud and clarifying text/ideas as you travel through the article. This time, in addition to recording what QAR you think is being represented, you will also record your think-aloud and some of the clarifying questions you might ask yourself to improve your comprehension.
The difference between Christina’s and Andrew’s expressions of QAR in the examples provided allows us to determine that Christina has achieved declarative knowledge, and Andrew has clearly acquired procedural knowledge.
Elizabeth is a high school Chemistry teacher at an urban high school. Elizabeth’s instruction of QAR included declarative and procedural understandings similar to those presented above, but Elizabeth provided her Fake Watches students with additional tools. Elizabeth modeled and guided her students in using QAR to get through multiple steps used in Chemistry problem solving, as in the following example:
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