I chose the FQR method to review for this post. (http://www.weac.org/news_and_publications/education_news/2006-2007/readingroommarch07.aspx)
Basically students are given (or create their own) FQR chart to fill out as they read.
F – Facts. Students record the facts from what they’re reading. It should be explained to them that every single fact in a text isn’t important enough to record. For example, you wouldn’t write down “The sky is blue.” as a fact because it’s common knowledge that doesn’t need analyzing.
Q – Questions. Next, students record questions they have pertaining to these facts. This could be anything from why, when, and how, to things of deeper significance, like questioning meanings or symbols or the validity of the facts they’ve written down.
R – Response. Finally, students write down their own reactions to the F & Q columns. They could give answers to the questions they asked or emotional responses the facts/questions elicited, how they came to terms with the F/Q, or a variety of other options.
I believe this strategy would be easily implemented in my future English class as well as across other disciplines and grade levels. Students are interacting with the text in at least 3 ways and are made to do more than just blindly swallow any information they’re given. Students are allowed to focus on what they believe is important about a text justify those opinions. This could be a great discussion starting tool. You could have students fill out this chart then switch with a partner and discuss why they agree/disagree with the facts they believed to be important.