Sharing Metacognitive Thinking About Qar

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Teachers shared their metacognitive understandings of QAR through their lesson plans, which were analyzed as one idea unit representing each teacher's understanding of the strategy (Figure 2).

In all the lesson plans, the teachers were instructed to create a think-aloud describing the metacognitive processes they enact when implementing QAR in various circumstances. When teachers first created think-alouds, explanations of QAR included a description of the individual categories and why students should learn them (see the examples from Christina and Andrew above). Additionally, teachers shared the benefits of the strategy and the general steps needed for Tag Heuer Replica implementation. Participants would often describe their teaching actions, as in the following social studies example:

I'll give the students 2 questions: 1) What are characteristics of sects 2) What problems may develop in the sect as a result of the lack of focus on organization I would explain how to find the information needed to identify the type of question and field guesses as ...
... to which QAR each question is and why the student believes it is this QAR.

As professional development proceeded, lesson plans reflected teachers' deeper understanding of QAR. There was an increased emphasis on describing the specific procedural tasks necessary for implementing QAR. When teachers demonstrated this form of understanding, their lesson plans contained information such as the following:

When were protists first thought to have evolved I look back at the article and skim for anything dealing with dates or protists. There are many dates and time markers mentioned in the article. Because of this I will have to look at the wording around these dates. As I continue to skim, I see 1.5 billion years ago, as I read it talks about evolution of protists. So, this is the date that I need to answer my question. Notice that this question was an "In the Book" question. The answer came directly from the text.

At the end of the study, participants predominantly shared their metacognitive thinking through a demonstration of declarative understandings and understandings of the conditional benefits of QAR. Although there were more demonstrations of task-specific procedural understandings than at the beginning of the study, the coding did not indicate a major shift in understandings. This may Tag Heuer Replica Watches be because the teachers felt that students understood the procedures needed to implement the strategy and did not know what to do next in the lesson planning. Additionally, the teachers may have internalized their conditional knowledge of QAR and may not have realized the necessity of explicitly instructing students. Elizabeth was one of the few exceptions to this.