Reading Comprehension

Reading Comprehension

Q&A

 

Address any issues from prior session.

 

5.1 Objective

 

Apply and test methods to increase reading comprehension.

 

Whole Task Objectives

 

Understand the purpose of measurement and obtaining measures.

 

Apply and test methods to increase reading comprehension and learning.

 

Pretest

 

Did you try SQ3R? What was your overall impression? What was good about it? What

 

was not so good?

 

What is your current reading rate?

 

Relevancy

 

Practice makes perfect. Perhaps, but practice makes for greater proficiency. Delving a

 

little deeper into SQ3R might lead to some personal revelations about using this tool.

 

If we encounter a man of rare intellect, we should ask him what books he reads. — Ralph Waldo Emerson

 

Prior Learning

 

Review the SQ3R acronym describing the five steps of the strategy: Survey (or Skim),

 

Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”

 

n.d.; “The SQ3R Reading Method.” n.d.).

 

1. Survey or Skim for about two minutes. Before reading the entire chapter, read the

 

title, objectives, section headings, section subheadings, introduction or abstract,

 

and summary.

 

2. Question for about 30 seconds. What is the question that this chapter is asking?

 

What questions are the sections asking? Translate each section heading into a

 

question.

 

3. Read at a pace that is appropriate for the complexity of the information. Read

 

only a section at a time and as you read each section attempt to answer the

 

associated question.

 

4. Recite or Recall for about one minute. Using your own words verbalize orally or

 

in a written form a phrase that answers the questions and summarizes the topic

 

of each section. If you can be conversational about the topic, you probably have

 

a reasonable understanding of it. Thus, it is important that you use your own

 

words when completing this step.

 

5. Review for less than five minutes. Immediately after your complete step 4,

 

attempt to recall all of the major points you have produced for the chapter

 

sections. If you are unable to recall a major point, reread that section. On the

 

following days, page through the text and your notes to reacquaint yourself with

 

the important points. Make flashcards or other tools to assist yourself in learning

the information.

Activity

In preparation for next class, spend about five minutes reading Zaccaro’s Trait-based

 

perspectives of leadership using SQ3R.

 

How much of the SQ3R process were you able to complete?

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

relate the five steps of SQ3R to the reading. Given the approximately five minutes you

 

applied SQ3R, what were you able to accomplish and what did you learn about

 

applying the SQ3R process to a complex reading?

 

Follow-up

 

Has the amount of time you spend reading for comprehension increased or

 

decreased? Explain.

 

Whole Task Objectives Follow-up

 

Describe how applying reading comprehension tools, such as SQ3R, can have an

 

impact on your reading comprehension and learning?

 

Toolbox SQ3R

 

5.2 Objective

 

Describe how to link reading, comprehension, and classroom success.

 

Whole Task Objectives

 

Understand the purpose of measurement and obtaining measures.

 

Apply and test methods to increase reading comprehension and learning.

 

Relevancy

 

Recall that reading comprehension was affected by vocabulary knowledge and good

 

reading strategies. Pressley (2001) points to the well established correlation that good

 

comprehenders tend to have good vocabularies but there is also viable research

 

showing that teaching vocabulary will increase readers’ comprehension.

 

It is a miracle that curiosity survives formal education. –Albert Einstein

 

Activity

 

Increases in reading comprehension can be found in effective reading strategies, such

 

as SQ3R or Survey (or Skim), Question, Read, Recite (or Recall) and Review. Recall that

 

identifying how you are allocating your time and then performing an optimizing

 

process to better address your time needs can be an effective method for reducing

 

stress, improving time management, and setting and fulfilling classroom goals.

 

Identify or propose some personal methods for improving you classroom success as it

 

relates to your reading. For example, allocating a certain amount of time in your daily

 

schedule might be a useful technique. What are some others that might work for you?

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

identify a technique that will make using reading strategies, such as SQ3R, more

 

effective.

 

Follow-up

 

What is/are your techniques for improving classroom success?

 

In preparation for next class complete the reading of Zaccaro’s Trait-based

 

perspectives of leadership using SQ3R.

 

Whole Task Objectives Follow-up

 

Describe how linking reading, comprehension, and classroom success can have an

 

impact on your reading comprehension and learning?

 

Toolbox Personal efficiency method

 

References

 

Pressley, M. (2001). Comprehension instruction: What makes sense now, what might

 

make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from

 

http://www.readingonline.org/articles/handbook/pressley/index.html

 

SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,

 

February 11, 2009, from http://en.wikipedia.org/w/index.php?

 

title=SQ3R&oldid=261900004

 

The SQ3R Method. (n.d.). Retrieved February 11, 2009, from

 

http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html

 

The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February

 

11, 2009 from http://www.studygs.net/texred2.htm

 

http://www.studygs.net/texred2.htm

http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html

http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004

http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004

http://www.readingonline.org/articles/handbook/pressley/index.html

6. Trait-based Leadership

 

Q&A

 

Address any issues from prior session.

 

6.1 Objective

 

Describe trait-based perspectives of leadership.

 

Whole Task Objectives

 

Understand the purpose of measurement and obtaining measures.

 

Apply and test methods to increase reading comprehension and learning.

 

Relevancy

 

Trait-based theory is an early leadership concept that describes the types of behavior

 

and personality characteristics associated with effective leadership. The concept of

 

leader traits and attributes predates the rigor of modern scientific study of leadership

 

reaching back into thousands of years into antiquity.

 

The day soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you can help them or concluded that you do not care. Either case is a failure of leadership. –Colin Powell

 

Prior Learning

 

Recall that the process for reading research can be made more time efficient and

 

understandable by not immediately reading the article from beginning to end, but by

 

first going through a more selective and therefore briefer reading process. . When we

 

have many articles to review or time is a limitation, this briefer process allows us to

 

better grasp the whole of the article without necessarily reading every word or

 

understanding all of the complex statistics and charting that might be involved. Apply

 

the SQ3R technique for a comprehensive understanding of an article.

 

o Begin by reading the title.

 

o Read the abstract.

 

o Scan the introduction to identify the questions being asked or the hypotheses

 

being tested.

 

o Read the conclusion to determine how the questions were answered.

 

o In a research study, scan the methods section to determine how the experiment

 

was conducted.

 

o In a research study scan the discussion to obtain a more detailed account of how

 

the questions were answered. In a shorter study the discussion and conclusion

 

may be blended into a single section.

 

o Read the entire article.

 

Pretest

 

What is your definition of leadership?

 

Do you think leaders are born with inherent leadership traits? Explain.

. Reading Comprehension

Activity

 

Zaccaro, Kemp, and Bader (2004) state that “leader traits are relatively stable and

 

coherent integrations of personal characteristics that foster a consistent pattern of

 

leadership performance across a variety of group and organizational situations. These

 

characteristics reflect a range of stable individual differences, including personality,

 

temperament, motives, cognitive abilities, skills, and expertise”. Further, effective

 

leadership focuses on “influencing others by establishing a direction for collective

 

effort and managing, shaping, and developing the collective activities in accordance

 

with this direction”.

 

Yet, Zaccaro (2007) argues that despite its long history, a consensus about the role of

 

leader traits, mechanisms of influence and role of situation has remained somewhat

 

indefinable. Instead, efforts should be directed towards combinations of traits and

 

attributes, integrated in conceptually meaningful ways, rather than additive or

 

independent contributions of several single traits that are intended to predict

 

leadership. These dominant leader trait patterns reflect a stable tendency to lead in

 

different ways across disparate organizational domains. Zaccaro (2007) professes a

 

multistage model that specifies leader traits as having distal or proximal influences on

 

leadership performance that are influenced by situation.

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

identify and define key points of the article and respond to the following.

 

With consideration to the article, Trait-based perspectives of leadership, briefly

. Reading Comprehension

summarize the author’s five arguments …

 

definition of leadership …

 

the Model of Leader Attributes and Leader Performance …

 

and desired directions for future research.

 

View selected scenes from Shoes of the Fisherman and attempt to identify character

 

elements that correspond to attributes within Zaccaro’s Model of Leader Attributes

 

and Leader Performance. Refer to scenes Elevated to Cardinal (3:27), Moral Tightrope

 

(3:41), High and Low (4:54), Gains and Losses (3:32), and Papal Pledge (6:32) to aid in

 

the development of data for Zaccaro’s Model of Leader Attributes and Leader

 

Performance.

 

If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative

 

groups of two will identify and relate a characteristic of that leader to a point of

 

discussion in the article.

 

Follow-up

 

Using a character in the Shoes of the Fisherman, relate a characteristic of that leader to

 

a point of discussion in the article, Trait-based perspectives of leadership. Comment

 

in 200 to 400 words.

 

Whole Task Objectives Follow-up

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