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Student Questions for Purposeful Learning

1. Student Questions for Purposeful Learning: (SQPL)


2. Purpose of Activity: This activity begins with a teachers
prompt to stimulate student questions. This technique is ideally
used around a statement put up on the board, followed by a
reading. SQPL is used so that students can begin to ask and
answer question. This technique gives students ownership and
purpose to their learning.
3. Audience: Any grade level, any content, and any ability level.
4. Text: Usually used with a thought provoking statement written
on the board, but could be used with a narrative poem, play,
informational text, Internet video, etc.
5. Guidelines for implementation:
-Create a statement that is related to the material to be read
and covered in the days lesson. The statement does not
have to be factually true as long as it provokes interest and
curiosity.
Its only a matter of time before Earth
will be hit by a large object from outer space.
-Most often this statement created will be written up on the
board, but can be told orally.
-Students pair up and generate 2 to 3 questions they would
like answered about the statement. Ask students to share
their questions, and write them on the board. Eventually,
similar questions will be asked by more than one pair. These
repeated questions should be starred or highlighted.
-After all questions are shared, look over the studentgenerated list and decide if you would like to add some
questions of your own.
-At this point, students will be ready for the information source
so they can seek answers to their questions. Tell them as
they read or listen to pay attention to information that helps
answer the questions from the board.
-As content is covered, stop periodically and have students
discuss with their partners which questions could be
answered.
-Students can be asked to record the questions from the
board in their notebooks for later study.
6. Modifications and Accommodations: Students needing extra
support could use computers to type their questions. Students
can be paired with other students that can help with writing and

talking about the questions. Students could also respond by


drawing pictures of what they are thinking.
7. Strengths: SQPL Really can help students become interested
and attentive about the content being covered. Since they are
creating their own questions, they have ownership and purpose
to their learning. Working in pairs is also a great support for
most students. This technique really helps the teacher step back
so the students have more teaching, talking, and thinking time.
Weaknesses: Some students might be shy sharing their
questions aloud to the whole class. It may be difficult for some
students to think up of questions quickly.
Fisher, Brozo, Frey, Ivey. P. (2015). 50 Instructional Routines to develop
Content Literacy (3rd edition). Pearson Education.
Presented by: Melissa Hof
Date: February 11, 2015