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ReQuest (Reciprocal Questioning)

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Miranda Manweiler

on 24 October 2013

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Transcript of ReQuest (Reciprocal Questioning)

ReQuest (Reciprocal Questioning)
How to Use ReQuest
1. State and explain the four types of questioning that the students will be asking in this activity (these four help guide students towards Reciprocal Questioning and are in accordance to the cognitive skill they target) and give a few examples for each (I also recommend writing this information down on the board while they do the activity as it can be a lot to remember).
-Observing & Recalling: Questions of something that you notice while reading or brings back a memory (ex: What did you/do you notice about___?, What do you remember about___?)
-Relationships, Summarizing, Organizing, & Retelling: Questions connecting or associating with, making a summary of, forming into a whole with relating or coordinating parts, or that re-translate (ex: How are these similar/different?, Tell me in your own words how___?, Which ones do you think belong together and why?, What things/events led up to___?)
-Predicting/Inferring & Anticipating: Questions that foretell the future, ask information from evidence or reasoning, or that you foresee/expect (ex: What feelings do you think made ___ act as he/she did?, Judging from the title/picture, what do you think is about/is going to happen? If ___ were changed, what do you think would have happened/not have happened and why/why not?)
-Reflective Questioning: Questions that reflect on your knowledge/information (ex: What is the main idea of ___?, What conclusions can be drawn from___?)
2. Give students a copy of the book they, as well as yourself, will be reading.
3. Start by reading one page/passage out loud with the class, having students follow along.
4. Have students ask you questions about the reading based on the four types of questions listed above.
5. Answer the questions and clarify how you know each answer.
6. Next, you ask students some questions from the same page/passage and make sure they clarify their answers just as you did above.
***make note of the importance of clarifying your answers***
7. Now on to the next page/passage. This time, both your students and you read the section silently.
8. After the next section is read silently, come back as a class and repeated steps 4-6.
9. Set the students free to finish reading the book silently.
10. After each page/passage they read, tell them to write down two questions.
11. When they are done, tell them to find a partner and ask each other the questions they wrote down. Have the person asking the question write down the responders answer and clarification.
12. Gather one last time as a class and explain what this activity just practiced, Reciprocal Questioning (ReQuest), define it, and explain what it is useful to them.

Task (this is what you would show your students)
After reading and discussing the first two passages of the booklet as a class, your task will be to finish reading the "Lance Armstrong" booklet, writing down TWO questions for EACH of the remaining six passages as you read. You must write a total of THREE questions for EACH of the four types of questions we are working with:
-Observing & Recalling
-Relationships, Summarizing, Organizing, & Retelling
-Predicting/Inferring & Anticipating
-Reflective Questioning
Your next task will be to find a partner and ask them each of your questions, writing down their responses and CLARIFICATION.
Once you and your partner have asked and answered each other's questions, read the bullied setions of the booklet(pages 20-24) together and then return to your seat and wait for further directions.

Process (this is for the teacher)
1. Read through this powerpoint
2. Play this video
3. Read the booklet on "Lance Armstrong"
4. Write two questions for each passage (including the first two you will do with the class), writing questions from the four types of questions for ReQuest:
-Observing & Recalling
-Relationships, Summarizing, Organizing, & Retelling
-Predicting/Inferring & Anticipating
-Reflective Questioning
5. Define the above four types of questioning on the board for the students to help guide them during the activity







Hopefully now you will have a better understanding of what ReQuest (Reciprocal Questioning) is and how to teach it to your students.
Welcome to the ReQuest Lance Armstrong Journey. ReQuest stand for Reciprocal Questioning. The reiprocal questioning (ReQuest) strategy aids students in developing metacognitive strategies by teaching students how to ask questions to develop meaning structure.
Why should I use ReQuest?
-It offers valuable awareness into the contextual knowledge and reasoning processes.
-It leads pupils to setting a purpose for the reading of a text.
-It encourages regeneration, reorganization, and clarification of new material.
-It reassures oral practice and rethinking of new material.
-Studies indicate that it encourages students to give more high-level elaboration on responses to questions and increased comprehension of new material (muskingum.edu).
Strategy: ReQuest
"Reciprocal Questioning (ReQuest) models the processes for creating questions, establishing reading purpose, and building comprehension and self-monitoring responses. Used with individual students or small groups, ReQuest provides valuable insight into the background knowledge and reasoning processes. It teaches students how to ask questions that enhance meaning construction. ReQuest uses reciprocal questioning, in which the teacher and student take turns assuming the role of the questioner. The teacher's questions serve as a model of question-asking behavior. It also guides students toward setting a purpose for the reading of the text. ReQuest can be used effectively across grade levels," (Idaho Literacy Consortium, 14).
Four Components of ReQuest
: Recognizing the significant information, themes, and ideas inside a text and incorporating these into a clear and concise statement that connects to the essential meaning of the text

: Identifying information, themes, and ideas that are dominant and essential enough to warrant additional discussion
***Questioning Strategy: when readers monitor their personal understanding of the text by questioning themselves. This self-awareness of their own interior thought process is metacognition***

: Identification and clarification of uncertain, problematic, or unfamiliar parts of a text

: Dynamically joining their own background knowledge with what they have assembled from the text
Verbalization & Asking Questions
Verbalization by students:
encourages regeneration, reorganization, and clarification of new material

Asking Questions
: reassures oral rehearsal and rethinking of new material
Both Verbalization and Asking Questions are essential to ReQuest
Other Ways to Practice ReQuest with your Students
(some other ideas I found on the internet)
20 Questions


Trivial Pursuit

Are You Smarter than a Fifth Grader?

Hot Seating (works great when studying a novel or history topic)
This could be a helpful worksheet when trying to teach ReQuest
Types of Questions
Observing & Recalling
Questions coming from something that you noticed while reading or brings back a memory
Relationships, Summarizing, Organizing, & Retelling
Questions that connect or associate with, make a summary of, form into a whole with relating or coordinating parts, or that re-translate
Predicting/Inferring & Anticipating
Questions that foretell the future, ask information from evidence or reasoning, or questions that you foresee/expect
Reflective Questioning
Questions that reflect on your knowledge/information
see print out
Full transcript